Instruction of students with moderate and severe disabilities in elementary classrooms

John W. Schuster; Mary Louise Hemmeter; Melinda Jones Ault

doi:10.1016/S0885-2006(01)00112-0

Instruction of students with moderate and severe disabilities in elementary classrooms

John W. Schuster, Mary Louise Hemmeter, Melinda Jones Ault

Early Childhood, Special Education, and Counselor Education

Research output: Contribution to journal › Article › peer-review

10 Scopus citations

Abstract

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.

Original language	English
Pages (from-to)	329-341
Number of pages	13
Journal	Early Childhood Research Quarterly
Volume	16
Issue number	3
DOIs	https://doi.org/10.1016/S0885-2006(01)00112-0
State	Published - Sep 2001

Bibliographical note

Funding 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

Education
Developmental and Educational Psychology
Sociology and Political Science

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10.1016/S0885-2006(01)00112-0

Cite this

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title = "Instruction of students with moderate and severe disabilities in elementary classrooms",

abstract = "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.",

author = "Schuster, {John W.} and {Louise Hemmeter}, Mary and {Jones Ault}, Melinda",

note = "Funding 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.",

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T1 - Instruction of students with moderate and severe disabilities in elementary classrooms

AU - Schuster, John W.

AU - Louise Hemmeter, Mary

AU - Jones Ault, Melinda

N1 - Funding 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.

PY - 2001/9

Y1 - 2001/9

N2 - 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.

AB - 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.

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Instruction of students with moderate and severe disabilities in elementary classrooms

Abstract

Bibliographical note

ASJC Scopus subject areas

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