Inclusion of Students With an Intellectual Disability in the General Education Classroom With the Use of Response Cards
| Autor: | Anne M. Bauer, Todd Haydon, Anna C. Epperly, Laura S. Clarke |
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| Rok vydání: | 2015 |
| Předmět: |
Research design
050103 clinical psychology Intelligence quotient education 05 social sciences 050301 education medicine.disease Special education Science education Social studies Education Intellectual disability ComputingMilieux_COMPUTERSANDEDUCATION Developmental and Educational Psychology medicine Mathematics education 0501 psychology and cognitive sciences Psychology 0503 education Inclusion (education) Curriculum |
| Zdroj: | Preventing School Failure: Alternative Education for Children and Youth. 60:35-42 |
| ISSN: | 1940-4387 1045-988X |
| DOI: | 10.1080/1045988x.2014.966801 |
| Popis: | The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement research-based instructional strategies. To extend research on one effective strategy, the authors used a single case ABAB reversal design to investigate the effects of using response cards on active student responding and on-task behavior for five students with intellectual disabilities during science and social studies lessons in the general education classroom. Results suggest increased active student responding and on-task behavior for all five participants. A discussion of study limitations, implications, and future research directions is included. |
| Databáze: | OpenAIRE |
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