ERIC Number: ED350733
Record Type: RIE
Publication Date: 1992
Reference Count: N/A
Integrating a Study Skills Program throughout Special Education Classes in a Middle School Setting.
Lotz, Dianne M. V.
This practicum was designed to integrate a study skills program throughout special education classes in a middle school. The major objectives were to develop a variety of instructional strategies to meet the students' needs in the area of study skills, to foster the teaching of study skills in each subject area by the special education teachers through direct instruction, and to provide specific segments of time for study skills awareness activities in each subject area of the students' core curriculum. The practicum project involved designing and administering a study skills self-assessment inventory to special education students and a staff needs assessment to special education teachers, and sharing with teachers activities that would enhance classroom study skill instruction. Informal meetings were held between the practicum implementor and special education teachers to offer assistance to teachers and to monitor weekly study skill objectives. Results revealed an increase in the amount of time spent in direct instruction of study skills in each of nine special education classrooms. Students' use of a unified assignment book resulted in a significant increase in the number of students completing long-term and short-term assignments both on time and as directed. Seventy percent of the teachers and 60 percent of the students deemed the practicum successful in teaching study skills that resulted in academic progress. Appendices contain a needs assessment survey for teachers, a study skills self-assessment inventory for students, a list of study skills, samples of teachers' lesson plans, and evaluation questionnaires. (Contains approximately 40 references.) (JDD)
Publication Type: Dissertations/Theses - Practicum Papers; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Ed.D. Practicum Report, Nova University.