ERIC Number: ED303978
Record Type: RIE
Publication Date: 1987-Jul
Reference Count: 0
The Qualitative Nature of Instruction for Mentally Retarded, Learning Disabled, and Emotionally Disturbed Elementary Students in Special Education Settings. Research Report No. 5. University of Minnesota Instructional Alternatives Project.
Ysseldyke, James E.; And Others
The study examines the extent to which categorical differences exist in the qualitative nature of instruction for mildly handicapped students. Interviews and observations were conducted of 30 learning disabled (LD), 32 emotionally-behaviorally disturbed (EBD), and 30 educable mentally retarded (EMR) students in grades 2-4. Instruction was evaluated in terms of six instructional clusters based on principles of effective instruction: (1) instructional planning, (2) instructional presentation, (3) checking for student understanding, (4) task relevance, (5) practice, and (6) feedback. In general, the average ratings on the instructional clusters were high for all groups. Quality of instruction was very similar for LD and EBD groups. Instruction of EMR students, however, was rated lower on checking for student understanding, instructional presentation, and task relevance. The study raises questions concerning the value of classifying students and suggests more emphasis on monitoring the effectiveness of instruction for each student's progress. (DB)
Descriptors: Behavior Disorders, Diagnostic Teaching, Drills (Practice), Educational Practices, Elementary Education, Emotional Disturbances, Feedback, Instructional Design, Instructional Effectiveness, Intervention, Learning Disabilities, Mild Disabilities, Mild Mental Retardation, Teacher Effectiveness, Teaching Methods
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Office of Special Education and Rehabilitative Services (ED), Washington, DC.
Authoring Institution: Minnesota Univ., Minneapolis.