ERIC Number: EJ1081048
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Effects of Collaborative Preteaching on Science Performance of High School Students with Specific Learning Disabilities
Thornton, Amanda; McKissick, Bethany R.; Spooner, Fred; Lo, Ya-yu; Anderson, Adrienne L.
Education and Treatment of Children, v38 n3 p277-304 2015
Investigating the effectiveness of inclusive practices in science instruction and determining how to best support high school students with specific learning disabilities (SLD) in the general education classroom is a topic of increasing research attention in the field. In this study, the researchers conducted a single-subject multiple probe across science units design to examine the effects of a collaborative preteaching method on the science achievement of two high school students with SLD in their respective general education biology classes. Results indicated a functional relation between the introduction of the collaborative preteaching and improvement in both participants' performance on daily biology tests. Implications for practice and suggestions for future research are discussed in relation to the benefits of collaborative preteaching for high school students with SLD in general education classrooms.
Descriptors: Teacher Collaboration, Teaching Methods, Special Education Teachers, Regular and Special Education Relationship, Learning Disabilities, General Education, Inclusion, Instructional Effectiveness, Science Instruction, Science Achievement, High School Students, Biology, Science Tests, Educational Benefits, Case Studies, Interrater Reliability, Experiments, Research Methodology, Grade 10, Rural Schools
West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education; Grade 10
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Cognitive Ability
Grant or Contract Numbers: H325K060213