Specialized instruction within general education: a case study of one elementary school.

IF 2.2 3区教育学 Q1 EDUCATION, SPECIAL

Exceptional Children Pub Date : 1992-05-01 DOI:10.1177/001440299205800610

J R Jenkins, N Leicester

引用次数: 21

Abstract

This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 teachers to rate their confidence in designing effective interventions and then to diagnose a student's reading problem, select an intervention, and implement it. Teachers were moderately confident about their ability to design effective interventions; but some teachers expressed doubts about how to proceed. Their approach to intervention differed somewhat from that of special education resource teachers. Some teachers experienced considerable difficulty in implementing the interventions they selected.

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通识教育中的专门教学:一所小学的个案研究。

本研究探讨一所小学的课堂教师如何处理为有阅读问题的学生设计特别教学的问题。我们要求12位教师评估他们设计有效干预措施的信心，然后诊断学生的阅读问题，选择干预措施，并实施它。教师对自己设计有效干预措施的能力有中等程度的信心;但一些教师对如何进行表示怀疑。他们的干预方式与特殊教育资源教师有所不同。一些教师在实施他们选择的干预措施时遇到了相当大的困难。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Exceptional Children Multiple-

CiteScore

5.90

自引率

14.30%

发文量

期刊介绍： Exceptional Children, an official journal of The Council for Exceptional Children, publishes original research and analyses that focus on the education and development of exceptional infants, toddlers, children, youth, and adults. This includes descriptions of research, research reviews, methodological reviews of the literature, data-based position papers, policy analyses, and registered reports. Exceptional Children publishes quantitative, qualitative, and single-subject design studies.