ERIC Number: ED439804
Record Type: Non-Journal
Publication Date: 1999-Oct
Reference Count: N/A
The Interaction of Standards-Based Reform and Inclusion in New Jersey's Fourth Grade Classrooms: Are They Perfect Together?
This study examined how six teachers in inclusive classrooms who are being encouraged to deliver reform-oriented mathematics instruction modify mathematical tasks and provide academic interventions for students with cognitive disabilities. Qualitative data for this study were collected between April and June 1999 by means of observation and interviews. Two or three mathematics lessons taught by each of the six target teachers were observed. Semi-structured qualitative interviews were also conducted either in person or by telephone within two weeks of the observation. Findings indicated that task modification and the provision of separate assignments to students with disabilities appear to be rare occurrences in inclusive classrooms. Second, larger application and invention tasks seem to be more likely to trigger teacher interventions than the traditional American "drill and kill" problems. However, some of these non-traditional tasks may also be more flexible in accommodating wider ranges in ability. Third, academic interventions can be classified along a dimension of explicitness of the problem-solving strategy and by whether the teacher or student employs that strategy. (Contains 53 references.)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Sponsor: National Science Foundation, Arlington, VA.
Authoring Institution: N/A
Identifiers - Location: New Jersey