ERIC Number: ED426567
Record Type: RIE
Publication Date: 1998-Nov-11
The Effects of Block Scheduling on Students with Emotional Behavioral Disorders and/or Attention Deficit-Hyperactivity Disorder.
Tenney, Mark G.
This study discusses the outcomes of a survey of 23 educators from 19 high schools on a block schedule in New Hampshire. Educators from each school were asked their perceptions of the effects of the block schedule on students identified as having emotional/behavioral disorders and/or attention deficit-hyperactivity disorders (ADHD) in comparison to the regular education students. The responses were concerned with the effect of the schedule on the special education students' level of performance. Educators were asked to delineate the positive and negative aspects of the block schedule. On average, regular education and vocational/technical teachers viewed the students with emotional behavioral disorders and/or ADHD as demonstrating no change or improvement in their performance while maintaining a satisfactory current level of performance. Administrators problems caused by dysphagia, causes, how it is treated, research that is and special educators saw a more negative effect. Special education teachers had concerns about the ability of students to sustain attention for a 90-minute period and stressed the need to structure the class time. (Contains 57 references.) (Author/CR)
Publication Type: Dissertations/Theses - Masters Theses; Reports - Research
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, Notre Dame College.