This paper is a research proposal to study the effects of modifications made for students with learning disabilities in inclusive classroom settings.
Written in 2005; 3,230 words; 6 sources; APA; $ 93.95
Paper Summary:
This paper explains that, from the literature review, it is apparent that modifications made for learning disabled students in a general education, inclusive classroom may be of several types: Self-monitoring, ELO-types of teacher conduct, technology and the presence of para-educators. The author points out that, while each of these has been assessed in isolation by other researchers, it would be interesting to assess the comparative effects of each one in order to ascertain which offered the best outcome for the greatest number of students. The paper proposes the use of both quantitative and qualitative methods as well as extensive use of instructional interviews to assess students' understandings of the subject matter covered in the classroom during the modification or intervention period.
Table of Contents
Introduction
Literature Review
Research Question
Method and Design
From the Paper:
"Multiple researchers also found that self-monitoring procedures were easy to learn and to use, convenient for classroom use and did not require the teacher to take much time from general studies to monitor the students; in addition, it did not require the use of new instructional materials or alteration of general instructional methods. "The results of this study indicate that general academic improvements were achieved without backup consequences," although they did suggest that it was possible use of extrinsic consequences might have resulted in more consistent improvements across all subject areas. In fact, the inconsistencies in the subject matter improvement was regarded by the authors as a limitation to the study."
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