Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms

Autor/inn/en	Nagro, Sarah A.; Hooks, Sara D.; Fraser, Dawn W.; Cornelius, Kyena E.
Titel	Whole-Group Response Strategies to Promote Student Engagement in Inclusive Classrooms
Quelle	In: TEACHING Exceptional Children, 48 (2016) 5, S.243-249 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0040-0599
DOI	10.1177/0040059916640749
Schlagwörter	Learning Disabilities; Teaching Methods; Learner Engagement; Group Activities; Inclusion; Large Group Instruction; Formative Evaluation; Classroom Techniques; Communication Strategies; Nonverbal Communication; Visual Stimuli; Writing (Composition) + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Gruppenaktivität; Inklusion; Klassenführung; Kommunikationsstrategie; Non-verbal communication; Nonverbale Kommunikation; Schreibübung
Abstract	Students with learning disabilities are often educated in inclusive classrooms alongside their typically developing peers. Although differentiated small-group instruction is ideal for students with learning disabilities, whole-group instruction continues to be the predominant instructional model in inclusive classrooms. This can create major challenges for teachers as they aim to actively engage all students, including students with learning disabilities. There are variations of whole-group response strategies, however, that teachers can use to accommodate a range of individual student needs. Collecting formative assessment data during whole-group instruction also can inform instructional decision making. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01