Treatment Acceptability: Determining Appropriate Interventions Within Inclusive Classrooms

Abstract

Discusses the likelihood that teachers will accept various interventions for adapting instruction and accommodating students with disabilities in the general education classroom, emphasizing the areas of homework, grading, and testing

Preservice and Early Career Teachers' Attitudes Toward Inclusion, Instructional Accommodations, and Fairness: Three Profiles

“…They worry about meeting and balancing the needs of all students in their classrooms (Berry, 2008;Hutchinson & Martin, 1999) and whether the presence of students with disabilities will negatively impact the learning of other students (McLeskey et al, 2001). Specific concerns uncovered by researchers focus on equitable testing and grading procedures (Bursuck, Munk, & Olson, 1999;Klingner, 1999;Polloway, Bursuck, Jayanthi, Epstein, & Nelson, 1996).…”

Strategies for Evaluating Collaborative Mainstream Instruction: “Let the Data Be Our Guide”

“…However, as Schumin and Vaughn ( 1995) pointed out, there is no set standard for choosing an instructional accommodation. Teachers are more likely to initiate instructional modifications that they view as acceptable (Fuchs, Fuchs, Hamlett, Phillips, & Karns, 1995;Polloway, Bursuck, Jayanthi, Epstein, & Nelson, 1996). Factors that influence acceptability include the amount of time, effort, and resources required to implement it (Schumm &Vaughn, 1995); the degree to which changes in instruction enhance (or conflict with) the needs of single versus multiple students ; and the teacher's perception of the effectiveness of the accommodation (Whinnery, Fuchs, & Fuchs, 1991).…”

“…Factors that influence acceptability include the amount of time, effort, and resources required to implement it (Schumm &Vaughn, 1995); the degree to which changes in instruction enhance (or conflict with) the needs of single versus multiple students ; and the teacher's perception of the effectiveness of the accommodation (Whinnery, Fuchs, & Fuchs, 1991). Teachers' views on fairness (e.g., using a separate grading scale), utility (e.g., suitability at the elementary level), and ease of implementation also influence acceptance of an instructional adaptation (Polloway et al, 1996: Schumm & Vaughn, 1995. Because general and special educators share increased responsibility for instructing all students, greater unanimiiy will be needed in instructional decision making on behalf of students with special needs (Arllen et al, 1996).…”

Homework for Students With Learning Disabilities: The Challenge of Home-School Communication

“…Much of this attention has focused on the acceptability of a variety of educational interventions, program modi cations, and instructional adaptations (Polloway, Bursuck, Jayanthi, Epstein, & Nelson, 1996). The increased attention to classroom curricular and instructional practices as applied to students with disabilities has paralleled the increased concern over the use of homework as an educational intervention for all students.…”