A Case Study Exploring the Perspectives and Experiences of Grade Five Students Attending a Classroom Placement for Learning Disabilities.

Abstract

At the outset of this dissertation in practice, a mid-size, urban Ontario school board offered a special education class with partial integration, available to a selection of Grade Five students diagnosed with a learning disability. While considering ways to enhance or restructure the program, school board staff lacked input from the students themselves. Recognized as a progressive and increasingly common approach in the field of education (Gillett-Swan & Baroutsis, 2024; Mayes, 2020; Mokoena, 2011), student voice initiatives empower students (St. John & Briel, 2017) to identify and examine issues they consider important within their learning process and school environment (Fielding & Bragg, 2003). Through this approach, students can contribute to school improvement efforts (Brown et al., 2020) and enhance the quality of their educational experiences (Sargeant, 2014). This study aims to understand the experiences of students following a year in the special education program. Using a qualitative case study approach, semi-structured interviews and document analysis were used to address two research questions: (1) How do Grade Five students with learning disabilities describe their experiences following a year in a special education class with partial integration? (2) What are their perspectives of the program? Using Reflexive Thematic Analysis, two key themes were identified: Seeking Connection and a Sense of Belonging, and Multi-Faceted Growth (Academic and Personal Growth). Implications for practice across multiple levels of the school system are discussed, with a focus on the identified themes and the integration of student voice, while aligning with school board and Ministry policy and resources. Finally, limitations of the study and areas for future research are suggested.