Twelve students with low-incidence disabilities were observed in their kindergarten through third grade, general education classrooms. Frequency data were collected on the number of teaching opportunities delivered on the learning objectives reflected in the students' Individual Education Programs, the individual who delivered the teaching opportunity, and the instructional context that was occurring at the time the teaching opportunity occurred. Results indicated that teaching opportunities on the learning objectives occurred at an overall rate per minute of 0.224 and 4 students received no teaching opportunities. The general education teacher and special education assistant delivered the most instruction in 1:1 instructional contexts. Results are discussed in relation to improving the quality of instruction when students with disabilities are included in general education classrooms.
|Number of pages||13|
|Journal||Early Childhood Research Quarterly|
|State||Published - Sep 2001|
Bibliographical noteFunding Information:
This study was supported, in part, by award # H024Q50001 (i.e., the Early Childhood Follow-Through Research Institute), U.S. Department of Special Education, Office of Special Education and Rehabilitation Services, Early Education Program for Children with Disabilities. However, the contents do not necessarily represent the position of the U.S. Department of Education, and endorsement by the Federal government should not be assumed. The authors are grateful for the assistance provided by Dr. Mark Wolery, Frank Porter Graham Child Development Center, University of North Carolina at Chapel Hill; Dr. William H. Berdine, Chairperson, Amanda Hamm and Kristi Lunceford, Department of Special Education and Rehabilitation Counseling, University of Kentucky; and the numerous teachers who welcomed us into their classrooms.
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Sociology and Political Science