Successful Strategies for Inclusion at the Middle Level

Waldron, Karen A.; Allen, Laura Van Zandt

doi:10.1080/00940771.1999.11494593

Cited by 4 publications

(4 citation statements)

References 12 publications

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“…Rather, we were interested primarily in assessing the potential of PBL in mainstreamed classrooms and, more specifically, in providing thick description of Sean's and his group's interactions. However, cooperative learning is largely advocated for mainstreamed classrooms because it is said to increase the motivation, peer acceptance, academic achievement, and social skills of students with special needs (Johnson & Johnson, 2002;King-Sears, 1997;Putnam, 1998a;Slavin, 1983;Waldron & Van Zandt Allen, 1999). Sean perceived that participating in the unit allowed him to gain confidence to speak in front of others, and noted that he would like to participate in another PBL unit.…”

Section: Discussionmentioning

confidence: 99%

“…Cooperative learning has been promoted for mainstreamed classrooms in large part because it is said to raise the motivation, peer acceptance, academic achievement, and social skills of students with special needs (Johnson & Johnson, 2002;KingSears, 1997;Putnam, 1998a;Slavin, 1983;Waldron & Van Zandt Allen, 1999). It may also respond to middle school students' needs (Wood, 1992).…”

Section: Discussionmentioning

confidence: 99%

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Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group

2009

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The literature on the use of problem-based learning in K-12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class interacted with and supported each other as they engaged in a problem-based learning (PBL) unit. The group included one mainstreamed and two average students. We used conversation analysis and coding to analyze interview and video data of all 10 class sessions. Results indicated that each group member filled a unique role-group manager, task guidance provider, and task performer-and helped each other overcome individual difficulties. Results suggest that mainstreamed groups have the potential to effectively engage in PBL, and that PBL may increase the motivation and social confidence of students with special needs. We suggest types of scaffolds that could support mainstreamed students during PBL units. No. 9

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group

2009

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“…Several studies suggest that we should provide students with disabilities opportunities to be tutors as well as tutees, especially in the cross-age tutoring system (Vaughn, Hughes, Moody, & Elbaum, 2001;Waldron & Van Zandt Allen, 1999). Students with disabilities may gain greater benefits when they serve as tutors (Waldron & Van Zandt Allen, 1999). Kamps, Dugan, Potucek, and Collins (1999) examined the effect of a peer network system on the social interaction among students with autism and general education students.…”

Section: Peer-mediated Instructional Strategiesmentioning

confidence: 99%

“…Small group instruction is one grouping method that benefits students by allowing more opportunities to respond, and to garner feedback from other students and their teacher (Vaughn et al, 2001). Waldron and Van Zandt Allen (1999) suggest several tips for designing successful small group instruction:…”

Section: Grouping Studentsmentioning

confidence: 99%

Dealing with diversity: The inclusion of students with disabilities in music

Darrow

2003

Research Studies in Music Education

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One of the most common complaints made by teachers of many inclusive classrooms is the wide range of abilities among their students. A significant factor leading to classroom heterogeneity is the diversity and severity of disabilities represented in the classroom. As a result of varied abilities in the classroom, teachers face two important challenges. The first challenge is providing instruction that is sufficiently broad enough to address the needs of all students. Teachers not prepared to meet this challenge, wittingly or unwittingly, often exclude some students from instruction. The excluded students are frequently those who do not learn vicariously, and consequently, are dependent upon direct instruction. The second challenge teachers face in the inclusive classroom is the task of evaluating students of varying abilities fairly. Music educators, like all educators, must be prepared to use alternate grading methods in order to evaluate students with disabilities in the most appropriate manner possible. The purpose of this paper then is to examine the literature related to curricular and evaluation accommodations for students with disabilities. There are few studies or articles in the music education literature on these two specific topics; therefore, many of the citations are from the special education literature with implications made for music education. Future and current researchers are encouraged to carry out research in this important and fertile area.

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An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

Grimm¹

2004

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Successful Strategies for Inclusion at the Middle Level

Cited by 4 publications

References 12 publications

Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group

Inclusion and Problem-Based Learning: Roles of Students in a Mixed-Ability Group

Dealing with diversity: The inclusion of students with disabilities in music

An Analysis and Synthesis of Research on Classroom Peer Tutoring Methods that Benefit Intermediate Math Students

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