Inclusion of Students with an Intellectual Disability in the General Education Classroom with the Use of Response Cards

Autor/inn/en	Clarke, Laura S.; Haydon, Todd; Bauer, Anne; Epperly, Anna C.
Titel	Inclusion of Students with an Intellectual Disability in the General Education Classroom with the Use of Response Cards
Quelle	In: Preventing School Failure, 60 (2016) 1, S.35-42 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2014.966801
Schlagwörter	Intellectual Disability; Inclusion; General Education; Audience Response Systems; Science Education; Social Sciences; Elementary School Students; Grade 3; Individualized Education Programs; Language Impairments; Intelligence Tests; Student Behavior; Rural Schools; Research Design; Visual Aids; Student Reaction; Reliability; Validity; Federal Legislation; Educational Legislation; Disabilities; Equal Education; Children; Teacher Surveys; Wechsler Intelligence Scale for Children + Suchen Sie Ihr Suchwort? Intellect; Disability; Disabilities; Verstand; Behinderung; Inklusion; Allgemein bildendes Schulwesen; Allgemeinbildung; Naturwissenschaftliche Bildung; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; School year 03; 3. Schuljahr; Schuljahr 03; Individualized education program; Individualisierendes Lernen; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Intelligence test; Intelligenztest; Student behaviour; Schülerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Forschungsdesign; Anschauungsmaterial; Schülerkritik; Reliabilität; Gültigkeit; Bundesrecht; Bildungsrecht; Schulgesetz; Handicap; Child; Kind; Kinder
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01