Students' Views of Instructional Practices: Implications for Inclusion

Abstract

This study examined middle- and high-school students' perceptions of teacher adaptations to meet the special learning needs of students in the general education classroom. Individual interviews were conducted with 95 middle- and high-school students who represented the following groups: low achievers, average achievers, high achievers, learning disabilities, and English as a second language. All students felt they needed further teacher assistance to learn from their textbooks and that they would benefit from using learning strategies. Students also identified grouping preferences and the types of teacher adaptations they perceived as most helpful. Implications of the findings for inclusion of students with learning disabilities in general education classrooms are provided.

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“…A chunk of discourse is defined as a sentence, paragraph, or larger segment of discourse that provides evidence of a particular category or theme. After coding samples of data sets using the defined categories, the two researchers conferred to compare responses, further revise, and resolve differences in coding (Vaughn, Schumm, Klingner, & Saumell, 1995). Two independent researchers who were experienced in developing coding systems reviewed the final coding scheme.…”

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