ERIC Number: ED310585
Record Type: RIE
Publication Date: 1988
Reference Count: N/A
Improving Textbook Usability. Final Report.
This project sought to improve the utility of science and social studies textbooks used by mainstreamed handicapped children, by considering the special needs of children who are sensorily or cognitively impaired. The project reviewed the literature, developed a text analysis tool to determine if textbooks contain effective teaching strategies, analyzed 12 social studies and science textbooks at elementary and secondary levels, verified the initial analysis by teachers using the texts with students experiencing learning problems, and disseminated the findings at a national conference. Major findings in the textbook analysis were: (1) many textbooks failed to incorporate effective methods of instruction for students with learning problems; (2) most activities for special learners were poorly integrated, often inappropriate, and dull; (3) textbooks for secondary students, in particular, seldom included important information about organizational, study, and test-taking strategies; (4) textbooks did not highlight text structures known to facilitate comprehension and recall. Recommendations are offered to publishers in order to make textbooks more usable for mildly handicapped students, and strategies are offered to teachers to make existing textbooks more usable. Nine appendixes making up the greater part of the document include appraisal forms, a resource packet, verification materials, the assessment tool, and materials related to the 1988 conference on improving textbook utility, including the conference brochure. A list of 63 references is also provided. (JDD)
Publication Type: Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: RMC Research Corp., Hampton, NH.; Education Development Center, Inc., Newton, MA.
Note: For the conference report on this project, see ED 303 934.