Date Approved

5-11-1995

Embargo Period

9-11-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Learning disabled children--Education; Seventh grade (Education); Study skills

Disciplines

Special Education and Teaching

Abstract

Learning disabled students have consistently had difficulty generalizing organizational skills from a resource center, where the skills are taught, to a mainstream classroom without support. This study hypothesized that organizational skills taught in a mainstream classroom with resource support (inclusion) would generalize more frequently to a mainstream classroom without resource support than skills taught in the resource center. Ten seventh grade students with learning disabilities were taught strategies for organizing themselves to complete classwork and homework, keep an organized notebook and come prepared to class. Mainstream classroom teachers felt these four skills were necessary for students to become successful in the mainstream without support. Pre and post intervention data was collected for all four organizational skills, in five academic subjects (three inclusion and two mainstream). This data was averaged and means were compared. The results indicate that learning disabled students have difficulty generalizing organizational skills from one setting to another, even when the two settings are more similar than the resource center and the mainstream classroom. Since these organizational skills are deemed necessary by teachers, for students to be successful, students need to be provided with practice and prompts for strategies in all instructional settings.

Share

COinS