Instructional Practices to Boost Tier 1 Content Area Instruction for Students with Disabilities: A Closer Look at PACT

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Elizabeth Swanson ◽  
Alexis Boucher
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Reading Support ◽  
Eighth Grade Students ◽  
Content Area Instruction ◽  
Based Instruction

For students with learning disabilities, providing text-based instruction in general education content area classes can provide students with additional reading support while simultaneously boosting their content knowledge. This article will outline a set of instructional practices delivered in social studies classes that has been shown to improve performance of eighth grade students with disabilities on measures of content knowledge, vocabulary, and content reading comprehension. Each instructional practice will be described in detail with a timeline of step-by-step procedures and accompanying language that demonstrates how the intervention may unfold in the classroom setting.

Examining Postsecondary Education Predictors and Participation for Students With Learning Disabilities

2016 ◽  
Vol 50 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Gauri S. Joshi ◽  
Emily C. Bouck
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Content Area ◽  
Students With Learning Disabilities ◽  
Core Content ◽  
General Education Classroom ◽  
Education Participation ◽  
Content Area Instruction

Given the history of poor postschool outcomes for students with disabilities, researchers repeatedly sought to demonstrate the links between predictor variables and postschool outcomes for students with disabilities. This secondary data analysis used the National Longitudinal Transition Study–2 to examine the relationship between postsecondary education–related transition services and postsecondary education participation for students with learning disabilities. Logistic regression analyses indicated receiving core content area instruction in the general education classroom was positively related to postsecondary education participation. Frequency distributions indicated students with learning disabilities attended 2-year college at higher rates than other postsecondary education programs. The results suggest educators should consider inclusion in general education classroom for core content area instruction for students with learning disabilities with postsecondary education goals to the extent permitted by their least restrictive environment.

Examining the Role of Pre-Instruction Academic Performance Within A Text-based Approach to Improving Student Content Knowledge and Understanding

2018 ◽  
Vol 85 (2) ◽  
pp. 212-228
Author(s):  
Jeanne Wanzek ◽  
Greg Roberts ◽  
Sharon Vaughn ◽  
Elizabeth Swanson ◽  
Katherine Sargent
Keyword(s):  
Reading Achievement ◽  
Social Studies ◽  
General Education ◽  
Knowledge Acquisition ◽  
Students With Disabilities ◽  
Instructional Practices ◽  
Content Knowledge ◽  
Background Knowledge ◽  
Achievement Level ◽  
Class Level

Students with disabilities are often included in general education social studies classes, but these classes can differ in the achievement level of the overall class, including wide variation in content-related background knowledge, reading achievement, or both. The purpose of this study was to examine how background knowledge and reading achievement moderate the effects of a previously validated intervention, Promoting Adolescents’ Comprehension of Text (PACT). We examined data from a prior randomized control trial of 1,487 eighth-grade students in 85 classes that were randomly assigned at the class level to receive either PACT instructional practices or typical instructional practices using the same social studies content. Results of the current study reveal no moderating effect at the class level of either initial background knowledge or reading achievement on student content knowledge acquisition or content reading comprehension outcomes. Classes with varying levels of background knowledge and reading achievement performed similarly in PACT instruction, with benefits of the PACT instruction found on content knowledge acquisition.

Coteaching in Content Area Classrooms: Lessons and Guiding Questions for Administrators

2018 ◽  
Vol 102 (4) ◽  
pp. 303-322
Author(s):  
Anne C. Sinclair ◽  
Laura E. Bray ◽  
Yan Wei ◽  
Erin E. Clancy ◽  
Jade Wexler ◽  
...  
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
School Administrators ◽  
Content Area ◽  
Learning Needs ◽  
Teachers Perceptions ◽  
Content Area Instruction ◽  
Leadership Decisions ◽  
General Education Classrooms ◽  
Guiding Questions

Secondary school administrators increasingly include students with disabilities in general education classrooms with coteaching models. Theoretically, coteaching enables two educators to attend to the learning needs of students with disabilities while exposing them to grade-level content area instruction. However, our study on teachers’ perceptions of coteaching found that teachers often viewed their schools’ leadership decisions as adversely affecting their ability coteach effectively. The purpose of this article is to provide administrators with an overview of common coteaching models, summarize findings from our study on teachers’ perceptions of how their schools’ leadership influenced their coteaching practices, and provide a set of guiding questions to consider when seeking to support coteaching.

scholarly journals THAI SECONDARY TEACHER ATTITUDES TOWARDS THE INCLUSION OF STUDENTS WITH LEARNING DISABILITIES

2019 ◽  
Vol 7 (1) ◽  
pp. 478-483
Author(s):  
Pattaraporn Jamsai
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Students With Disabilities ◽  
Teacher Attitudes ◽  
Secondary Teachers ◽  
Teaching Experience ◽  
Secondary Teacher ◽  
Students With Learning Disabilities ◽  
Teachers Attitudes ◽  
General Education Classrooms

Purpose of Study: The purpose of this study was to examine Thai secondary teacher attitudes towards inclusion of students with learning disabilities in general education classrooms. Methodology: The researcher collected quantitative data using a questionnaire with 28 Likert-type scale questions, adapted from the Opinions Relative to Integration of Students with Disabilities (ORI) as well as information related to training in special education, experience, and workload. The participants were comprised of a representative group of 370 secondary teachers from all regions of Thailand. Most participants indicated that they were female general education teachers and had a Bachelor’s degree. Main Finding: Through multiple linear regression, the findings showed that Thai secondary teachers generally held a positive attitude towards the inclusion of students with learning disabilities into general education classrooms. All three independent variables (hours of training, years of teaching experience, and hours of workload) were significant predictors of teachers’ attitudes towards inclusive classrooms, though the hours of workload was the strongest predictor. Applications: The study was conducted to better understand the variables that are meaningful to teachers’ attitudes toward inclusion.

Preparing General Education Pre-Service Teachers for Inclusion: Web-Enhanced Case-Based Instruction

2002 ◽  
Vol 17 (3) ◽  
pp. 27-35 ◽  
Author(s):  
Lanna Andrews
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Limited English Proficient ◽  
Lesson Plan ◽  
Learning Groups ◽  
Teaching Case ◽  
Lesson Analysis ◽  
On Line ◽  
Based Instruction ◽  
Limited English Proficient Students

This study investigated the use of Web-enhanced instruction and an inclusion teaching case to teach pre-service teachers to adapt instruction for included limited English proficient students with disabilities. Forty participants, in 10 cooperative learning groups, analyzed the teaching case and developed an adapted lesson plan for the teacher in the case to use with the whole class and the students with disabilities. The collaborating teacher provided feedback regarding the adapted lessons online using WebCT. The participants redid the lesson after feedback. Adapted lessons were analyzed using the Adapted Lesson Analysis Guide. The analysis revealed that intense, elaborated adaptations were developed as a result of the feedback. The participants also completed the Case On-Line Project Survey and a written reflection regarding their perceptions of the project and its outcomes.

Knowledge Acquisition and Technology-Supported Projects in the Social Studies for Students with Learning Disabilities

1996 ◽  
Vol 13 (2) ◽  
pp. 91-103 ◽  
Author(s):  
Cynthia M. Okolo ◽  
Ralph P. Ferretti
Keyword(s):  
Learning Disabilities ◽  
Social Studies ◽  
Students With Disabilities ◽  
Word Processing ◽  
Poor Performance ◽  
Revolutionary War ◽  
Background Information ◽  
Students With Learning Disabilities ◽  
The Social ◽  
Based Instruction

All citizens are expected to participate in the processes of democratic decision making in the postschool years, and the goals of social studies education have long included the preparation of an informed citizenry. However, surveys show that social studies instruction is often not provided for students with disabilities, and those that receive instruction do poorly compared to their nondisabled peers. Students' poor performance is exacerbated by the reliance on “inconsiderate” textbooks that are often poorly organized, lacking in content, and devoid of important background information. Project-based instruction is an alternative to the exclusive reliance on textbook-based instruction in the social studies. Students investigate a problem or question and develop artifacts based on these investigations. In this study, students with learning disabilities, working under two different conditions, developed projects about factors that precipitated the American Revolutionary War. Students in both conditions worked cooperatively to learn about some aspect of the Revolutionary War, and they then contributed to the construction and presentation of a group report about the topic. However, students in one group had access to word processing tools, and the other had access to word processing and multimedia presentation tools in developing their projects. Analyses of students' knowledge revealed a substantial improvement in both conditions after the completion of the projects.

General Education Teacher Planning: What Can Students with Learning Disabilities Expect?

1995 ◽  
Vol 61 (4) ◽  
pp. 335-352 ◽  
Author(s):  
Jeanne Shay Schumm ◽  
Sharon Vaughn ◽  
Diane Haager ◽  
Judith McDowell ◽  
Liz Rothlein ◽  
...  
Keyword(s):  
Learning Disabilities ◽  
General Education ◽  
Process Model ◽  
Planning Process ◽  
General Education Teachers ◽  
Teacher Planning ◽  
Students With Learning Disabilities ◽  
General Education Teacher ◽  
Depth Study ◽  
Content Area Instruction

This in-depth study addressed the nature of general education teachers' planning for content area instruction for students with learning disabilities. Participants included 12 teachers, elementary through high school. Through interviews, classroom observations, teacher reflections, and surveys, we used the Flow of the Planning Process Model to investigate teachers' preplanning, interactive planning, and postplanning activities. Elementary general education teachers did more planning to include the needs of diverse students—and collaborated more with special education teachers—than did teachers at other levels. Other results indicated the extent of special help offered by teachers, as well as the pressures felt by teachers to cover the curriculum.

Opportunity to Learn What Is on the Test and Performance on the Test

2018 ◽  
Vol 53 (2) ◽  
pp. 76-84
Author(s):  
Stephen N. Elliott ◽  
Alexander Kurz ◽  
Nedim Yel
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Opportunity To Learn ◽  
General Education Teachers ◽  
Content Standards ◽  
State Accountability ◽  
Mathematics Test ◽  
And Performance ◽  
Based Instruction ◽  
Students With A Disability

State accountability systems assume standards based instruction and test content are highly aligned and opportunities to learn the content exist equally for all students. This alignment between content taught and tested is important to understand achievement, yet it is rarely examined. Teachers from Grades 3 to 8 participated along with students without disabilities ( n = 116) and students with a disability (n =104) who received all mathematics instruction in their general education. Teachers recorded over 155 days of instructional information for mathematics and administered an interim mathematics test at the end of the year. We found an average of 44% of mathematics content standards were taught and tested, while 22% were not taught but tested. The results indicated students without disabilities did significantly better than students with disabilities on content taught and tested, but not so on content not taught but tested. Limitations and research needed conclude the article.

Who Are the Classmates of Students With Disabilities in Elementary Mathematics Classrooms?

2018 ◽  
Vol 41 (1) ◽  
pp. 18-27 ◽  
Author(s):  
Allison F. Gilmour ◽  
Gary T. Henry
Keyword(s):  
General Education ◽  
Students With Disabilities ◽  
Least Restrictive Environment ◽  
Fifth Grade ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Mathematics Classrooms ◽  
Disabilities Education Act ◽  
Education Act ◽  
Restrictive Environment

The Individuals with Disabilities Education Act stresses the importance of educating students with disabilities (SWDs) in the least restrictive environment, often with peers who do not have disabilities. Prior research has examined the extent to which SWDs are included in general education classrooms, but not the characteristics of the peers with whom SWDs are educated. We examined the math classmates of fourth- and fifth-grade SWDs from one state. On average, SWDs were grouped with twice as many other SWDs, about four per class, than students without disabilities. Students with learning disabilities had fewer peers with disabilities in their classrooms than students with other disabilities. Students with intellectual disabilities, autism, or emotional/behavioral disorders more often had peers with disabilities, often their same disability. Our results provide directions for future research regarding peer effects and understanding how schools group SWDs.

scholarly journals Preservice Teachers’ Perceptions of Students with Learning Disabilities: Using Mixed Methods to Examine Effectiveness of Special Education Coursework

2016 ◽  
Author(s):  
Renée Greenfield ◽  
Megan Mackey ◽  
Gretchen Nelson
Keyword(s):  
Preservice Teachers ◽  
Learning Disabilities ◽  
General Education ◽  
Teacher Educators ◽  
Methods Course ◽  
Students With Learning Disabilities ◽  
Teachers Perceptions ◽  
Assigned Reading ◽  
Based Instruction ◽  
K 12

As the number of K-12 students with learning disabilities educated in general education classrooms grow, it is essential to examine the preparation and perceptions of pre-service teachers (N=15) who will educate students with learning disabilities. Within the context of an undergraduate learning disabilities method course, this study examined how pre-service teachers perceived students with learning disabilities as well as the effectiveness of particular course experiences, including fieldwork with students with learning disabilities, video vignettes, lesson planning, assigned reading, and center-based instruction, in shifting perceptions. Using a convergent, mixed method design, teacher educators at a university in the northeast used surveys, journals, and focus groups to examine pre-service teachers’ perceptions over time. Both quantitative and qualitative data indicate perceptions shifted positively in response to the methods course. Reflections and suggestions for other teacher educators are offered.

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