What Do Students with Learning Disabilities Think When Their General Education Teachers Make Adaptations?

Abstract

The purpose of this study was to investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations (e.g., altering tests, homework, assignments, instruction) made by general education teachers. Furthermore, their responses were compared with those of low achieving (LA) and average/high achieving (A/HA) classmates. One hundred seventy-nine students participated in this study: 60 mainstreamed students with LD, 59 low achieving students, and 60 average/high achieving students. Students were selected from 60 teachers' classrooms (20 elementary, 20 middle school, and 20 high school). Results from the elementary level indicate that students with LD differ from their LA and A/HA classmates in that the former indicate a stronger preference for opportunities to work in groups with different students, and prefer the teacher to make adaptations when they have difficulty learning. High school and middle school students from both the LA and A/HA groups, but not the LD group, preferred the teacher who made no adaptations in homework and textbooks. Discussion focuses on the role of students' perceptions in teacher decision making.

Perceptions of Secondary School Students with Mild Disabilities to the Academic and Social Support Mechanisms Implemented in Regular Classrooms

“…For most, their school histories are dominated by strategies and techniques designed to bring them to an academic level comparable with that of their peers. This current research, however, in line with previous work on students' perceptions of support within inclusive classrooms (Jenkins & Heinen, 1989;Vaughn, Elbaum, Schumm, & Hughes, 1998;Vaughn et al, 1993;Weinstein & Middlestat, 1979), has revealed a real issue of concern. That is, students with MD are socially sensitive to commonplace support strategies.…”

“…In another study of students' perceptions of classroom supports, Vaughn, Schumm, and Kouzekanai (1993) examined the responses of 179 students towards adaptations made by two hypothetical teachers characterised by different educational approaches. Students overwhelmingly perceived the teacher who made adaptations, more favourably.…”

O conhecimento de professores de 1ª a 4ª série quanto aos distúrbios da leitura e escrita

“…Outro estudo expõe que, professores de dois níveis profissionais diferentes, não se mostraram adequadamente preparados (percepção e conhecimento) a desenvolver um trabalho preventivo quanto a dificuldades que podem ocorrer durante o processo de alfabetização 32 . Estudos declaram ainda que, o rendimento inferior dos escolares pode estar associado a um baixo senso de eficácia dos professores; uma vez que os mesmos, quando são competentes em relação aos conteúdos que ensinam e, ao mesmo tempo, possuem um alto senso de eficácia a respeito de suas capacidades de ensinar, podem motivar os alunos de baixo rendimento e até mesmo incrementar seu desenvolvimento cognitivo 33 .…”

River of Ideology, Islands of Evidence

“…Even effective teachers were found to make few adaptations because of the belief that many adaptations were either not feasible (Schumm & Vaughn, 1991;Whinnery, Fuchs, & Fuchs, 1991) or because students themselves did not view many adaptations favorably (Vaughn, Schumm, & Kouzekanani, 1993;Vaughn, Schumm, Niharos, & Daugherty, 1993). In fact, many students with disabilities preferred special education pull-out programs (i.e., resource rooms) over programs delivered exclusively in the general education setting (Jenkins & Heinen, 1989;Klingner, Vaughn, Schumm, Cohen, & Forgan, 1998), even though many students with disabilities experienced feelings of anger, embarrassment, and frustration in special education settings (Albinger, 1995;Lovitt et al, 1999).…”