M.A. in Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Block scheduling (Education); Children with mental disabilities--Education (Secondary); Teachers--Attitudes
Disability and Equity in Education
This study surveyed the professionals from two schools in the southern New Jersey area regarding their views of block scheduling as well as their views on the effectiveness of block scheduling among students with special needs. A total of 243 surveys were distributed and 61 were returned. The survey questioned the teachers in regards to the changes they had to incorporate into their daily instructional time upon switching to block scheduling, the advantages and disadvantages of block scheduling, and how to ensure that students with special needs experience success while participating in a block schedule. A majority of the participants enjoy teaching under the block scheduling format. They feel as though the advantages of such a system include the ability to completely cover a topic being presented and the opportunity to use varied instructional methods. The disadvantages of block scheduling include make up work after absences and transfer students. In regards to students with special needs, the participants did not feel as though retention of material for sequential courses was a problem for these students. Additionally, 39.34% of the participants (a majority for this portion of the survey) indicated that they felt as though block scheduling promotes inclusion.
Seifring, Kimberly C., "The effects of block scheduling on students with special needs" (2000). Theses and Dissertations. 1741.