Students' Perceptions of Instruction in Inclusion Classrooms: Implications for Students with Learning Disabilities

1999 ◽  
Vol 66 (1) ◽  
pp. 23-37 ◽  
Author(s):  
Janette K. Klingner ◽  
Sharon Vaughn
Keyword(s):  
Learning Disabilities ◽  
Students With Learning Disabilities ◽  
Inclusion Classrooms

Investigating the Engagement and Learning of Students With Learning Disabilities in Guided Inquiry Science Teaching

2000 ◽  
Vol 31 (3) ◽  
pp. 240-251 ◽  
Author(s):  
Annemarie Sullivan Palincsar ◽  
Kathleen M. Collins ◽  
Nancy L. Marano ◽  
Shirley J. Magnusson
Keyword(s):  
Learning Disabilities ◽  
Special Needs ◽  
Learning Problems ◽  
Guided Inquiry ◽  
Students With Learning Disabilities ◽  
Students With Special Needs ◽  
Inclusion Classrooms ◽  
Inquiry Science Teaching ◽  
Social Profiles ◽  
Print Literacy

Contemporary reform efforts pose numerous challenges for students and their teachers, especially in the context of inclusion classrooms that serve students with diverse academic and social profiles. The research reported in this article was conducted for the purpose of closely studying the engagement and learning of students who have learning disabilities as they participate in a particular approach to guided inquiry called Guided Inquiry supporting Multiple Literacies (GIsML). Questions guiding the research included (a) What are the opportunities and challenges that GIsML instruction presents students with special needs? (b) How do students with special needs respond to these opportunities and challenges? and (c) What hypotheses emerge from the data that will usefully guide subsequent research investigating the means of mediating students’ participation in GIsML for the purpose of enhancing their engagement and learning?The research was conducted using an array of ethnographic methods. The findings were summarized in a set of claims concerning the engagement and learning of these students. Finally, cases of individual students were constructed to illustrate these claims. The article concludes with the case of one fourth-grade student as he engaged in a program of study investigating why objects float and sink. The case revealed (a) the ways in which, in the context of guided inquiry, the student achieved a number of positive outcomes; (b) how his learning problems, principally with regard to print literacy, revealed themselves in his activity; and (c) how contextual features served to enhance and deter his engagement and learning, as well as the engagement and learning of others.

STEM-Focused Career Courses and College Pipeline for Students with Learning Disabilities

2021 ◽  
pp. 089590482110199
Author(s):  
Jennifer A. Freeman ◽  
Michael A. Gottfried ◽  
Jay Stratte Plasman
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
The United States ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Stem Majors ◽  
Career And Technical ◽  
Nationally Representative

Recent educational policies in the United States have fostered the growth of science, technology, engineering, and mathematics (STEM) career-focused courses to support high school students’ persistence into these fields in college and beyond. As one key example, federal legislation has embedded new types of “applied STEM” (AS) courses into the career and technical education curriculum (CTE), which can help students persist in STEM through high school and college. Yet, little is known about the link between AS-CTE coursetaking and college STEM persistence for students with learning disabilities (LDs). Using a nationally representative data set, we found no evidence that earning more units of AS-CTE in high school influenced college enrollment patterns or major selection in non-AS STEM fields for students with LDs. That said, students with LDs who earned more units of AS-CTE in high school were more likely to seriously consider and ultimately declare AS-related STEM majors in college.

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