Date Approved
4-26-2001
Embargo Period
6-22-2016
Document Type
Thesis
Degree Name
M.A. in Special Education
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Kuder, S. Jay
Subject(s)
Learning disabled children--Education; Block scheduling (Education)
Disciplines
Special Education and Teaching
Abstract
The purpose of this study was to determine the effects that block scheduling has on students with learning disabilities, specifically high school students. In retrospect, the surveys offered a comparison between the regular students and the learning disabled. Staff surveys provided insights to areas that need to be addressed relating specifically to the learning disabled student and block scheduling.
Surveys were distributed to 64 learning disabled students, 60 regular education students, and 38 staff members. The surveys were designed to elicit their opinions about block scheduling and how it has had an effect on the students' learning.
It was determined that the learning disabled students had a difficult time keeping up with the workload and obtaining assistance when needed. Regular education students stated similar problems. Both groups of students preferred block periods when class time was utilized appropriately. Staff surveys brought the issues of being prepared to work with learning disabled students in the mainstream classroom and the absentee rate for both populations on block days. The staff had an equal distribution of responses to their preference to block scheduling.
Recommended Citation
Markart-Garofalo, Karen, "The effects of block scheduling on students with learning disabilities" (2001). Theses and Dissertations. 1691.
https://rdw.rowan.edu/etd/1691
