Date Approved

5-1-2000

Embargo Period

7-13-2016

Document Type

Thesis

Degree Name

M.A. in Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

Advisor

Urban, Stanley

Subject(s)

Block scheduling (Education); Children with mental disabilities--Education (Secondary); Teachers--Attitudes

Disciplines

Disability and Equity in Education

Abstract

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.

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