The impact of inclusive community-based instruction on students identified as 'gifted,' 'typical,' and 'special needs' learners in a high school: An exploratory study

This study examined CBI within the general education environment and considered the impact CBI has on students identified as “gifted,” “typical,” and “special needs” learners.; Specifically, I asked the following research questions: (1) What are the conditions that support or inhibit inclusive CBI? (2)What are the effects of inclusive CBI on students? (3) What are the conditions that contribute to which students get what kinds of CBI? (4) What is the relationship between school and non-school instruction?; I employed a combination of grounded theory and case study approach to conduct this study. The methods of data collection used included interviews, observations, and document review. Data were analyzed starting from the beginning of data collection. Throughout the analysis process, the constant comparative method was used to verify, revise, or discard themes that emerged from the findings within this study.; The results of the study indicated that school structures and teacher beliefs, actions, and experiences influenced the implementation of CBI. Through CBI, students obtained specific skills and gained understandings. When CBI was implemented students reported developing the following three skills: (a) communication, (b) leadership and citizenship, and (c) working together effectively. Through these skills, students gained a deeper knowledge and understanding in four areas: (a) they learned what diversity means; (b) they learned how to function in real work situations; (c) they began to discover what community and school resources exist; and (d) they comprehended the school curriculum better. In addition, three conditions determined what students were enrolled in these classes: natural proportion of students with and without disabilities, students preference was determined by peers input, teacher and guidance counselors awareness and understanding of class. The community instruction was connected to a classroom lesson and/or objectives that incorporated academic skills and expanded learning opportunities for all students. Finally, five limitations and/or consequences of CBI were identified through the data; missing other classes, overloading of classes with students having special needs, and access to the class for all students, limited number of students with severe disabilities included in these classes, and the CBI did not have enough repeated practice.