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ERIC Number: ED451664
Record Type: RIE
Publication Date: 2001
Pages: 10
Abstractor: N/A
Homework Practices That Support Students with Disabilities.
Research Connections in Special Education, n8 Spr 2001
This issue discusses homework issues related to students with disabilities and how to ensure that students with disabilities benefit from homework. It addresses communication problems teachers face in assigning homework to students with disabilities and recommendations for overcoming these communication barriers. Strategies are provided for implementing cooperative homework, making homework work at home, providing after school program support for homework, and encouraging parental involvement in homework success. Preferred homework adaptations and tips for assigning homework are listed and include: (1) provide additional one-on-one assistance to students; (2) monitor students' homework more closely; (3) allow alternative response formats; (4) adjust the length of the assignment,; (5) provide a peer tutor; (6) provide learning tools; (7) adjust evaluation standards; (8) give fewer assignments; (9) write the assignment on the chalkboard; (10) explain the assignment clearly; (11) remind students of due date periodically; (12) assign homework in small units; (13) coordinate with other teachers to prevent homework overload; and (14) make sure students and parents have information on policies on missed and late assignments, extra credit, and available adaptations. (Contains 10 references.) (CR)
ERIC/OSEP Special Project, ERIC Clearinghouse on Disabilities and Gifted Education, 1110 North Glebe Rd., Suite 300, Arlington, VA 22201-5704. Tel: 800-328-0272 (Toll Free); Tel: 703-620-3660. For full text:
Publication Type: Collected Works - Serials; ERIC Publications
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: ERIC Clearinghouse on Disabilities and Gifted Education, Arlington, VA. ERIC/OSEP Special Project.
Grant or Contract Numbers: N/A
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