ERIC Number: ED454657
Record Type: RIE
Publication Date: 2000-Dec
Reference Count: N/A
Increasing Student Achievement through Collaborative Inclusion Techniques.
Ludwigsen, Lynnette; Vanderpoel, Gail
This report describes a program for improving performance of 54 sixth and seventh grade students with special needs included in a computer applications class. The targeted students exhibited deficiencies in basic computer classroom performance. Probable causes for poor performance were identified through a review of literature and an analysis of the setting. The causes identified included lack of specific communication regarding these students' disabilities, and lack of effective adaptations, poor student attitudes toward inclusion classes, and large class size. The intervention program used several techniques to increase on-task behavior, work completion, and the students' grades. The solution strategies involved student conferencing involving meeting with each student with special needs to set goals and give clear guidelines for success, the use of authentic assessment to improve the manner in which students' progress could be judged, and improving communication between the special education teacher and the computer applications teacher. Post intervention data indicated an increase in the computer classroom grades of the targeted students, more positive aptitudes regarding computer classes, and improved inclusion strategies between the two teachers. Appendices include assessment instruments. (Contains 55 references.) (CR)
Descriptors: Academic Accommodations (Disabilities), Academic Achievement, Action Research, Behavior Modification, Class Size, Computer Science Education, Disabilities, Inclusive Schools, Middle School Students, Middle Schools, Regular and Special Education Relationship, Student Attitudes, Student Evaluation, Teacher Collaboration, Teamwork, Time on Task
Publication Type: Dissertations/Theses; Tests/Questionnaires
Education Level: N/A
Authoring Institution: N/A
Note: Master of Arts Action Research Project, Saint Xavier University and Skylight Professional Development.