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1.
David Lansing Cameron Bryan G. Cook Melody Tankersley 《International Journal of Inclusive Education》2013,17(12):1335-1354
The purpose of this study was to examine the different types and patterns of 1:1 interactions provided by general educators, special educators and paraprofessionals to children with mild disabilities (n?=?13), severe disabilities (n?=?13), and children without disabilities (n?=?13) in inclusive classrooms. General educators, special educators, and paraprofessionals' 1:1 interactions with students in three comparison groups were recorded in 17 elementary and middle school classrooms using a partial interval observation system. We found significant differences with respect to interaction frequency and content. Teachers and paraprofessionals had consistently more 1:1 interactions with students with severe disabilities, followed by children with mild disabilities, and then students without disabilities. In comparison to special education teachers and paraprofessionals, general educators interacted significantly more frequently with children without disabilities and children with mild disabilities. In contrast, paraprofessionals interacted significantly more often with students with severe disabilities and less frequently with children with mild disabilities and students without disabilities. Instructional interactions in social, behavioural, and functional domains were infrequent in these classrooms. We conclude with a brief discussion of the implications of these findings for future research and practice. 相似文献
2.
Ruth A. W. Berry 《Learning disabilities research & practice》2006,21(4):211-232
The analysis identified discursive strategies used by general education teachers in inclusion classrooms to orchestrate and scaffold the verbal participation of all students, including students with learning disabilities (LD). The context was writing instruction. A whole‐class lesson involving teacher–student collaboration to write a text was analyzed for each of two teachers in two urban elementary inclusion classrooms totaling 67 students; 23 students had LD. Analysis of teacher talk focused on procedural strategies (help the lesson run smoothly and make it easier to follow) and involvement strategies (elicit students' attention to and participation in the lesson). Results indicated that both teachers used a variety of similar strategies to provide spaces for student contributions and, at the same time, move the lessons along. However, they also used contrasting strategies unique to their contrasting pedagogical frames of reference (structural vs. interactional). 相似文献
3.
Louise Spear‐Swerling Robert J. Sternberg 《Learning disabilities research & practice》2001,16(1):51-57
Although educators may teach well without knowledge of scientific research, students obtain greater benefits from knowledgeable teachers who ensure that scientific research is incorporated into their instruction. In this paper, scientific findings and practical implications are compared and some suggestions to close the gap between science and practice are provided. In this article we examine what science offers general and special educators who teach reading. We review some well‐established scientific findings about reading and their practical implications, not only for children with reading disabilities, but for other children as well. In addition, we consider some broader ways that science may be useful to educators. We conclude with some suggestions for individual teachers interested in becoming more familiar with scientific research on reading. 相似文献
4.
Juliet Baxter John Woodward Jill Voorhies Jennifer Wong 《Learning disabilities research & practice》2002,17(3):173-185
This article reports on the last of a series of iterative research studies involving students with learning disabilities in reform mathematics classrooms at the intermediate grade levels. This study reports the findings from a larger, year‐long case study that focused on ways to include students with learning disabilities and other students who are at risk for special education services in classwide discussions of problem solving. The data reported in this article detail the changes in teacher and student discourse over a nine‐week period in one classroom. Sources of data for this study included videotapes, audiotapes, and informal interviews with the teacher, a paraprofessional, and students. A quantitative analysis of the results indicates clear patterns of change in teacher and student discourse. Nonetheless, intentional efforts to include target students in the whole‐class discussions yielded instructional dilemmas that are underdescribed in the mathematics reform literature. Findings from this study have implications for special educators interested in mathematical problem solving, as well as math reformers who value the role of classroom discourse in daily instruction. 相似文献
5.
Co‐teaching is a popular strategy for implementing the inclusion of students with disabilities within secondary general education classrooms. However, we have little data regarding its effectiveness under routine conditions of educational practice. This study examined whether there was an “additive effect” of the special education teacher on the instructional experiences of students with disabilities as compared with the experiences of the same students taught by only the general education teacher under routine conditions. Observers used time sampling methods to document how students with disabilities spent their time in 11 middle school co‐taught classes. Statistically significant differences were found for targeted students in terms of general education teacher interaction and individual instruction. General education teachers spent significantly less time with students with disabilities when the special education teacher was present. In addition, students with disabilities received significantly more individual instruction when the special education teacher was present. However, these differences were of limited practical significance. 相似文献
6.
Inclusive education is defined as educating students with disabilities in general education programmes with their non‐disabled peers. In order to create a successful learning environment for all children, general and special educators must be responsive to all students’ needs. Although inclusive education practices were developed over 15 years ago, some educators may be unwilling or unprepared to employ this model. A total of 546 teachers from 54 schools in southern New Jersey in the United States completed surveys to determine whether they displayed the dispositions, knowledge and skills necessary to implement inclusive education. Results of the surveys were analysed to determine whether significant differences in attitude and skill levels exist between special and general educators and the impact of their years of teaching on their readiness for inclusion. The analysis yielded an agreement that children with disabilities profit from interactions with non‐disabled peers. Although special educators appear more knowledgeable of inclusive practices, they are more likely to see the benefit of a segregated environment. Teachers with greater than seven years of experience voiced the continued need for administrative support, planning time and professional development opportunities. 相似文献
7.
A meta-synthesis of qualitative research was conducted on co-teaching by general and special educators working with students with and without disabilities in primary and secondary general education classrooms. We sought to update the Scruggs et al., 2007 meta-synthesis to discern new knowledge, including co-teaching's impact on students and teachers. Although challenges are identified, co-teachers perceive that co-teaching can enhance their and their students' learning. Findings suggest that school personnel, researchers and policymakers can consider co-teaching as a learning context for co-teachers as well as a dynamic framework that can potentially foster effective instruction for all students in the co-taught classroom. 相似文献
8.
MARGARET E. KING‐SEARS 《Support for Learning》2008,23(2):55-62
As policy makers and educators respond to legislation promoting the inclusion of students with disabilities in general education classrooms, there is sometimes confusion about why this is being done and how it can be accomplished effectively. In this article, two categories of fallacies, or misunderstandings, are identified. The first fallacy is that students with disabilities are incapable of learning the general education curriculum. The second fallacy is that teachers are required to ‘cover’ the entire curriculum, sometimes at a pace that leaves students with and without disabilities behind. Facts are presented following each fallacy. These facts describe research‐based pedagogies effective for students with and without disabilities, indicating that students with mild disabilities can learn the general education curriculum when responsive pedagogies are used. These facts also describe how schools that promote differentiation can potentially achieve higher scores on large‐scale assessments than schools that promote ‘one size fits all’ instruction. 相似文献
9.
Carolyn A. Denton Sharon Vaughn Jack M. Fletcher 《Learning disabilities research & practice》2003,18(3):201-211
Multiple consensus reports have provided converging evidence regarding effective instruction for students who have difficulty learning to read. Evidence‐based instruction in general education classrooms must be in place in order to implement response‐to‐intervention models. Despite the well‐developed knowledge base supporting the value of interventions that have been demonstrated to have positive outcomes, these interventions are not widely employed in typical classroom instruction, and models of service delivery for students with reading and learning disabilities implemented in schools are often ineffective. Recent research has demonstrated that this need not be the case, but there are many obstacles to change. Large‐scale implementation of effective educational practices for struggling readers depends on a research agenda that directly addresses questions related to scaling and sustaining educational innovations. We suggest that reform depends on collaboration among researchers, educational practitioners, teacher educators, and policymakers, with the common goal of improving outcomes for students who might otherwise experience reading failure. 相似文献
10.
Berry RA 《Journal of learning disabilities》2006,39(1):11-24
Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability. One set of teachers believed that the writing "breakdowns" of students with disabilities required a structural approach-sequenced, individualized, phonics-based instruction targeting individual performance levels. Another set of teachers advocated a relational approach, wherein students with disabilities are "protected" and "empowered" in learning communities characterized by shared activities, student choice, and interpersonal communication. 相似文献
11.
Robert G. McKenzie 《Learning disabilities research & practice》2009,24(3):143-150
The highly qualified mandate of the No Child Left Behind Act and Individuals with Disabilities Education Act has created unnecessary confusion, particularly among secondary‐school special educators and administrators with respect to instruction in core academic subjects. The pursuit of compliance solutions to meet this requirement has generally distracted stakeholders from re‐examining the mission of secondary‐school special education for students with learning disabilities (LD). Because effective subject matter instruction within inclusive classrooms is dependent upon general and special educators capitalizing on each other's areas of expertise, the necessity of requiring special educators to possess a comparable level of subject matter knowledge as the general educator is not only of questionable merit, but often counterproductive. This article poses and examines several fundamental philosophical questions related to the delivery of core academic subject matter to students with LD. 相似文献
12.
《Early childhood research quarterly》2001,16(3):329-341
Twelve students with low-incidence disabilities were observed in their kindergarten through third grade, general education classrooms. Frequency data were collected on the number of teaching opportunities delivered on the learning objectives reflected in the students’ Individual Education Programs, the individual who delivered the teaching opportunity, and the instructional context that was occurring at the time the teaching opportunity occurred. Results indicated that teaching opportunities on the learning objectives occurred at an overall rate per minute of 0.224 and 4 students received no teaching opportunities. The general education teacher and special education assistant delivered the most instruction in 1:1 instructional contexts. Results are discussed in relation to improving the quality of instruction when students with disabilities are included in general education classrooms. 相似文献
13.
The Lesson Study for Accessible Science (LSAS) project created middle school teams comprised of both science and special education teachers who engaged in collaborative work to improve instruction in inclusive classrooms. The intervention is based on Lesson Study, a professional development approach that originated in Japan, which supports the systematic examination of practice and student understanding. Using an experimental design, teams of teachers were randomly assigned to the LSAS intervention or to a wait‐list comparison group. The results of this study suggest that science and special educators in the LSAS intervention were able to generate more accommodations for students with learning disabilities, and they increased their ability to set an instructional context and adapt an instructional plan to meet science learning goals for all students in an inclusive classroom. They did not, however, show significant increases in their knowledge of science content or learning disabilities. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 1012–1034, 2012 相似文献
14.
Students with intellectual disabilities often experience school‐related stress. As a result, they are confronted with many difficulties in their daily school life. The goal of this study was to assess situations of school life that students attending Greek mainstream settings are likely to experience as stressful. Twenty students with mild intellectual disabilities were interviewed about their feelings and thoughts regarding possible stressful situations in school. Qualitative analysis of the interviews' data was conducted. As a result, five main sources of school‐related stress were mentioned: school achievement and classroom participation; peer interactions; student behaviour and risk of injury; parents' expectations; and teacher acceptance. The findings suggest that children with intellectual disabilities experience school‐related stress mainly to a normal degree. Concerning the stress factors that emerged as crucial, a basic conclusion can be drawn: mainstream schools should be changed into inclusive communities where student differences are fully respected, and wherein all children, with and without disabilities, are supported according to their individual abilities, potentials and needs. 相似文献
15.
We use three data sources to build a rationale for why intensive interventions are necessary for students with pervasive reading disabilities: current data on the performance of students with disabilities on reading achievement measures over time, observation studies on students with reading disabilities in general and special education classrooms, and findings from intensive intervention studies for students with reading disabilities. Results of these data sources indicate that students with disabilities are not making progress in reading at the same rate as students without disabilities, reading instruction for students with reading disabilities is comprised of excessive amounts of low level tasks, and findings from intensive intervention studies suggest positive impacts for students with reading disabilities. We argue that students with reading disabilities require ongoing intensive interventions that are likely to require schools to change the contexts and practices for these students. 相似文献
16.
We interviewed special educators (a) whose students with disabilities (SWDs) were proficient on the 2008 general education assessment but were assigned to the 2009 alternate assessment based on modified achievement standards (AA‐MAS), and (b) whose students with mild disabilities took the 2008 alternate assessment based on alternate achievement standards (AA‐AAS) and then the 2009 AA‐MAS. We explored teachers’ rationales for test‐type assignment, student characteristics, and quality of instruction to determine the test‐type decisions’ appropriateness. All teachers based their decisions on combinations of factors in the guidelines plus subjective and noninstructional factors. Findings raised concerns about the subjectivity of the assessment assignment system and the inappropriate grade‐level instruction for SWDs. Future research, implications of these findings, and limitations are discussed. 相似文献
17.
Christopher P. Brown Joanna Englehardt 《Journal of Early Childhood Teacher Education》2017,38(1):19-38
The increased use of and demand for technology in early childhood education classrooms and programs creates new challenges for practicing and preservice early educators being asked to employ such technology within their teaching. Early childhood teacher education programs have struggled to meet these demands for teaching their students how to integrate such technology into their instruction with young children. Preservice teachers who do receive such training often fail to develop the skills and/or beliefs required to implement technology effectively into their own classrooms. The study reported on in this article addresses this issue by providing insight into how a sample of early childhood preservice teachers who used iPads and their apps in their coursework and high-stakes early learning field placements made sense of using these devices as teachers. Such findings illuminate instructional opportunities for teacher educators to consider as they seek to assist their students in making sense about how to implement as well as adopt appropriate and effective instructional strategies into their own classrooms. 相似文献
18.
One of the most controversial issues in special education over the last 40 years has been the extent to which students with learning disabilities (LD) should be educated in general education classrooms. Recent mandates in federal law requiring that all students with disabilities have access to the general education curriculum and make adequate yearly progress relative to this content have intensified this debate. In this article, a brief summary of research regarding the nature of instruction that produces significantly improved educational outcomes for students with LD is provided. This is followed by a review of research related to the delivery of this high‐quality instruction in inclusive, general education classrooms and in resource settings. We conclude that this research provides the foundation for reconsidering full inclusion and how services are delivered for elementary students with LD. 相似文献
19.
Korean general and special educators (n = 229) and American general and special educators (n = 348) were surveyed to explore (a) their perceptions of the importance of self-determination for students with disabilities, (b) how frequently they teach it, (c) the relationship between their perception of the importance of teaching self-determination and how often they teach it, and (d) the barriers they perceive that inhibit them from teaching it. American general and special educators attached higher importance to self-determination instruction than their Korean counterparts, but Korean educators taught self-determination skills to their students with disabilities more often than American educators did. There was greater incongruence between the value American educators placed on promoting self-determination and the time they devoted to teaching it than there was for Korean educators. Educators of both countries shared some perceived barriers to promoting self-determination (e.g., communication difficulty, students were too young, and other more urgent instructional needs), but each group cited barriers the other did not (e.g., teacher lacked sufficient skill, difficult to empathize with student, and no instructional latitude). Limitations and implications are discussed along with suggestions for future research. 相似文献
20.
Kathleen Mortier Pam Hunt Mieke Leroy Inge Van de Putte Geert Van Hove 《Educational studies》2010,36(3):345-355
The data in this paper represent the experiences and perspectives of parents and teachers who worked as communities of practice, designing support plans for the inclusion of three students with intellectual disabilities in general education classrooms. Their reflections, obtained through interviews and questionnaires, show how they constructed relevant knowledge to support these children with special educational needs in their class. The findings show the potential benefits of partnerships and local knowledge in addressing the educational challenge of inclusion. 相似文献