Students' Time on Learning Tasks in Special Education

1989 ◽  
Vol 55 (6) ◽  
pp. 508-515 ◽  
Author(s):  
H. Lyndall Rich ◽  
Steven M. Ross
Keyword(s):  
Special Education ◽  
Special Class ◽  
Special School ◽  
Naturalistic Observation ◽  
Resource Room ◽  
Learning Time ◽  
Use Of Time ◽  
Regular Class ◽  
Learning Tasks

The purpose of this study was to measure, through naturalistic observation procedures, the use of time among handicapped students in four special education alternatives—regular class, resource room, special class, and special school. The sample included 230 elementary age students enrolled in 58 classes in 16 schools. ANOVA comparisons revealed that the least restrictive alternatives, particularly the resource room, made more in-class learning time available. Discussion includes recommendations for increasing learning time.

‘This is my school’: Monkland integration project

1992 ◽  
Vol 2 ◽  
pp. 71-79 ◽  
Author(s):  
Carrol Penn ◽  
Peter Stephens ◽  
Doug Quadrio
Keyword(s):  
Special Education ◽  
Special Needs ◽  
School Development ◽  
Class Numbers ◽  
Special School ◽  
State School ◽  
Handicapped Children ◽  
Regular Class ◽  
Similar Class ◽  
Integration Project

The vision was to have a group of up to eight mildly – moderately intellectually handicapped children integrated into a Year 1/2 class at Monkland State School. The total class numbers were to be the same as for a regular class (for infants – 25) with two teachers, one of whom is trained in special education. The integrated group would progress through the school with their age peers. The needs of the children would be considered in the School Development Plan. The special needs group would be closely linked to the special school campus so its specific facilities could be utilised. Some students enrolled at special school would also have access to the Monkland group for some integration/link activities. In two years time a similar class in another school will be opened.

scholarly journals The teaching of reading in New Zealand special classes : a thesis submitted for the degree of Master of Arts in education

2021 ◽  
Author(s):  
◽  
Marie Mildred Irwin
Keyword(s):  
Special Education ◽  
New Zealand ◽  
Reading Disability ◽  
Special Class ◽  
Social Aspects ◽  
Standard Work ◽  
Academic Instruction ◽  
Teaching Of Reading ◽  
Master Of Arts ◽  
Slow Learning

All too frequently the standard work on reading disability dismisses the problem of the slow-learning child in a few lines. Few authorities on reading have attempted to trace, systematically, the implications of their reading research for the child of low intelligence. As a teacher of special class children I feel that one is only free to experiment with the practical and social aspects of special education when a systematic programme, adapted to the needs of low intelligence children, has minimised the difficulties of academic instruction.

Broken Promises: Reading Instruction in the Resource Room

1998 ◽  
Vol 64 (2) ◽  
pp. 211-225 ◽  
Author(s):  
Sharon Vaughn ◽  
Sally Watson Moody ◽  
Jeanne Shay Schumm
Keyword(s):  
Special Education ◽  
Reading Instruction ◽  
Special Education Teachers ◽  
Students With Learning Disabilities ◽  
Resource Room ◽  
School Year ◽  
Grade Levels ◽  
Reading Abilities ◽  
Wide Range ◽  
In The Beginning

Reading instruction and grouping practices provided for students with learning disabilities (LD) by special education teachers in the resource room were examined. Fourteen special education teachers representing 13 schools were observed three times over the course of 1 year and interviewed in the beginning and end of the school year. Results indicated that teachers primarily provided whole group reading instruction to relatively large groups of students (5 to 19), and little differentiated instruction or materials were provided despite the wide range (3 to 5 grade levels) of reading abilities represented. Most teachers identified whole language as their primary approach to reading, and little instruction that addressed word recognition or comprehension was observed.

Agencies Referring Children for Special Class Placement

1981 ◽  
Vol 5 (1) ◽  
pp. 15-16
Author(s):  
Diane L. Bowyer ◽  
E. Constable
Keyword(s):  
Special Education ◽  
Teacher Training ◽  
Young Children ◽  
Special Class ◽  
Classroom Teachers ◽  
Class Placement ◽  
Detailed Assessment ◽  
Training Courses ◽  
Special Classes

AbstractThe present study investigated the sources of referral of young children placed in Junior Special Classes. It was found that more than half of the children were referred by kindergarten or classroom teachers. These results were discussed in the light of (i) overseas findings; (ii) the need for special education content in teacher training courses; and, (iii) providing practising teachers with a checklist for ascertaining which children require detailed assessment.

Rural regular and special education teachers’ perceptions of teaching hyperactive students

1988 ◽  
Vol 9 (2) ◽  
pp. 10-15 ◽  
Author(s):  
Dan Peterson ◽  
Cleborne D. Maddux
Keyword(s):  
Special Education ◽  
School Counselors ◽  
School Psychologists ◽  
Special Education Teachers ◽  
Special Educators ◽  
Teachers Perceptions ◽  
Potential Value ◽  
Use Of Time ◽  
Time Out ◽  
Rural Settings

This article explores the perceptions of teachers in rural settings concerning the teaching of hyperactive students. Regular and special educators (N=101) identified minimizing distractions, providing clear expectations and rules, and the use of time-out techniques as the most successful strategies for teaching such students. Although both regular and special education teachers believe that the skills of teaching and managing hyperactive students are important, regular teachers were critical of the emphasis given these skills during their training. The teachers rated the advice they received from peers as the most useful, while advice from school psychologists, principals, parents, and school counselors were rated as least helpful. The results suggest the potential value of peer problem-solving committees, peer consultant models, and more effective preservice and inservice preparation in the area of hyperactivity.

Social Interaction and Acceptance of Mildly Retarded Children in a Mainstream Special Educational Setting

1985 ◽  
Vol 9 (2) ◽  
pp. 8-15 ◽  
Author(s):  
Debbie Espiner ◽  
Keri Wilton ◽  
Ted Glynn
Keyword(s):  
Social Behaviour ◽  
Special Class ◽  
Social Acceptance ◽  
Academic Progress ◽  
Educational Programme ◽  
Educational Setting ◽  
Educational Facilities ◽  
Handicapped Children ◽  
Regular Class ◽  
The Social

AbstractThe social acceptance (by non-handicapped children) and classroom and playground social behaviour of the five former special class pupils was studied. Six months prior to the study the pupils had been transferred to an experimental mainstream special educational programme within the same school. At the time of the study, the mainstreamed children were all maintaining or surpassing the rates of academic progress they had shown in the special class and they were well accepted by their classmates. Their social behaviour during unstructured classroom and playground activities closely approximated that of their classmates, but in the case of playground activities differed markedly from that of pupils who had remained in the special class. The results indicate that mainstream special educational facilities can work effectively — i.e., academically and socially, for at least some mildly retarded children. Where resources permit and the support of regular class teachers is available, there would appear to be some advantages for the children concerned.

Handicapped Labels and Instructional Segregation: Influences on Children's Self-Concepts versus the Perceptions of Others

1983 ◽  
Vol 6 (1) ◽  
pp. 3-11 ◽  
Author(s):  
J. Michael Coleman
Keyword(s):  
Special Education ◽  
Reference Group ◽  
Social Comparisons ◽  
Special Education Students ◽  
Self Concept ◽  
Education Students ◽  
Handicapped Children ◽  
Homogeneous Groups ◽  
Developmental Models ◽  
Regular Class

Self-concept scores of preadolescent mildly handicapped children enrolled in one of three instructional settings (one- or two-hour resource and self-contained) were compared to those of regular-class students whose teachers indicated they were having sufficient academic difficulties to warrant special education placement. In addition, mothers of children in all groups were asked to complete a copy of the self-concept measure by responding to the items as they would expect their offspring to respond. The relatively higher scores for special education students as opposed to regular-class students was taken in support of the contention that (a) children's self-concepts are largely dependent on social comparisons to others in their primary reference group; and (b) partial instructional segregation in homogeneous groups may enhance young handicapped children's self-concepts by providing them a more favorable environment in which to make social comparisons. The finding that mothers of handicapped children consistently underestimated their children's scores while mothers of regular-class children overestimated their offspring's results was considered evidence that handicapped labels might alter others' perceptions of how special education students feel about themselves. However, no evidence was found to suggest that the low self-concept estimates on the part of handicapped mothers influenced their children's scores. The findings are synthesized within a discussion of new cognitive-developmental models of self-concept formation and maintenance that call into question many long-held assumptions about the influence of special education on children's self-concept.

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