Date Approved

5-9-2006

Embargo Period

4-7-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Xin, Joy

Subject(s)

Homework; Students with disabilities

Disciplines

Special Education and Teaching

Abstract

The purpose of this study was to determine how homework affected students with learning disabilities and their parents. A total of 14 students with learning disabilities in a Learning Resource Center of a middle school, together with their parents, participated in the study. A survey with 15 questions was provided to participating students and parents individually. The results showed that 57% of the students had difficulty in completing their homework and 24% of students responded that homework was unimportant, because of the type, length, support and the grading system. In addition, 57% of the parents reported homework was important for their children and considered it as part of their children's education. Parents also indicated that supporting their children in completing homework is challenging because of their limited knowledge in the subject areas and time. Finally, both parents and students agreed that homework reviewed by the teacher and related to class work would be helpful to their learning.

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