Instruction of students with moderate and severe disabilities in elementary classrooms

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,...

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Bibliographic Details
Published in:Early childhood research quarterly 2001-01, Vol.16 (3), p.329-341
Main Authors: Schuster, John W., Louise Hemmeter, Mary, Jones Ault, Melinda
Format: Article
Language:English
Subjects:
Class Activities
Disabilities
Early Childhood Education
Educational Environment
Educational Objectives
Educational Planning
Elementary School Students
Elementary School Teachers
Individualized Education Programs
Instructional Effectiveness
Mainstreaming
Preschool Children
Preschool Teachers
Special Education Teachers
Teacher Effectiveness
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Summary: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.
ISSN:0885-2006
1873-7706
DOI:10.1016/S0885-2006(01)00112-0