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Fig. 1 Multistage support system
be done for everybody. With boxes 2-4, the task would have still been considered
level 2 (guided inquiry), while with boxes 5-7, it would have shifted to level
1 (structured inquiry).
The next section explains how the accomplishment of the teaching unit was
investigated and how the teaching practice was observed and analyzed.
6 Action Research in Special-Needs Education
To investigate how the level of engagement of the special-needs students was
affected by the adaptation of classroom practice, an action research approach was
used (Altrichter, Feldman, Posch, & Somekh,
2007
). As I was the science teacher of
a special-needs class and a chemistry education researcher in a dual role, I decided
to follow the emancipatory action research mode (Grundy,
1982
) described also in
Mamlok-Naaman and Eilks (
2011
). In action research, data collection and methods
of analysis do not differ from other forms of evaluation, but the aims and perspec-
tives are different. Data is collected to validate particular decisions and approaches
as well as understand certain situations. Moreover, the process is documented to
track reflective practices and occurring changes. The knowledge gained is used to
develop practice (Patton,
2011
). Consequently, such studies serve to challenge
common school practices and to work for social change “by engaging in a contin-
uous process of problem posing, data gathering, analysis, and action” (Cochran-
Smith & Lytle,
2009
, p. 40).
Although there are only few action research studies in special-needs education,
action research is seen as a successful approach to improve teaching and learning in
these schools (O
Hanlon,
2009
). Lloyd (
2010
) conducted a case study in special
'
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