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ERIC Number: EJ1061765
Record Type: Journal
Publication Date: 2015
Pages: 10
Abstractor: As Provided
Reference Count: 69
ISSN: ISSN-1045-988X
Note-Taking Interventions to Assist Students with Disabilities in Content Area Classes
Boyle, Joseph R.; Forchelli, Gina A.; Cariss, Kaitlyn
Preventing School Failure, v59 n3 p186-195 2015
As high-stakes testing, Common Core, and state standards become the new norms in schools, teachers are tasked with helping all students meet specific benchmarks. In conjunction with the influx of more students with disabilities being included in inclusive and general education classrooms where lectures with note-taking comprise a majority of instruction, teachers must find ways to assist all students in their classes, especially students with disabilities. For these students to learn efficiently, note-taking becomes a critical skill for their success. This article addresses the demands placed on students during class lectures, difficulties they experience with note-taking, specific accommodations for students with disabilities, and practical ways in which teachers can help students successfully record notes in content area classes.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R324A12040913