Selecting Instructional Interventions for Students with Mild Disabilities in Inclusive Classrooms.

Abstract

Of the many changes taking place in the field of education, one of the most significant is the movement toward inclusion (McLeskey, Henry, & Hodges, 1998). Students with mild disabilities are being served in the general education classroom to a greater extent. In addition to students with identified disabilities, many students are considered at risk for disabilities. To provide effective instruction for this wide array of students, general educators must be armed with the knowledge and skills to provide assessment and intervention strategies that are potent, yet efficient enough to be implemented in the general education classroom . . Research evidence on effective strategies for increasing the academic achievement of students with mild disabilities in inclusion classes is limited (Fisher, Schumaker, & Deshler, 1996). Relatively few studies have been conducted in inclusion settings, and the results are often disappointing and meager (Baker & Zigmond, 1995; Zigmond et al., 1995). In a multi-state study of the effectiveness of restructuring schools to provide effective inclusion programs, nearly half of the students with mild disabilities continued to fall farther behind (Zigmond et al., 1995). Although many texts are devoted to inclusion practices (Kochhar & West, 1996; McCoy, 1995; Meyen, Vergason, & Whelan, 1996; Stainback & Stainback, 1990, 1992, 1996; Thousand, Villa, & Nevin, 1994; Villa, Thousand, Stainback, & Stainback, 1992; Wang, 1992; Zionts, 1997), few provide specific information regarding academic interventions for students with mild disabilities in the general education classroom. Lawrence (1988) does provide some basic guidelines for teachers, such as using a set schedule, developing clear rules and expectations, being consistent, providing clear directions, structuring transition times, and developing positive relationships with parents. Some instructional strategies recommended for inclusion include, but are not limited to, direct instruction for the acquisition of new skills, peer tutoring, cooperative learning, and self-instructional strategies (Lawrence, 1988; Vergason & Anderegg, 1991). In this article we will discuss inclusion intervention strategies and provide a rationale for each.