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ERIC Number: EJ1082670
Record Type: Journal
Publication Date: 2016
Pages: 8
Abstractor: As Provided
Reference Count: 25
ISBN: N/A
ISSN: ISSN-1045-988X
Inclusion of Students with an Intellectual Disability in the General Education Classroom with the Use of Response Cards
Clarke, Laura S.; Haydon, Todd; Bauer, Anne; Epperly, Anna C.
Preventing School Failure, v60 n1 p35-42 2016
The passage of the Individuals With Disabilities Education Improvement Act and the No Child Left Behind Act has highlighted the importance of all students having access to the general education curriculum. Because students with disabilities are being included in the general education classroom in greater numbers, teachers need to implement research-based instructional strategies. To extend research on one effective strategy, the authors used a single case ABAB reversal design to investigate the effects of using response cards on active student responding and on-task behavior for five students with intellectual disabilities during science and social studies lessons in the general education classroom. Results suggest increased active student responding and on-task behavior for all five participants. A discussion of study limitations, implications, and future research directions is included.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 3; Primary Education; Early Childhood Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004; No Child Left Behind Act 2001
Identifiers - Assessments and Surveys: Wechsler Intelligence Scale for Children