M.A. Learning Disabilities
Interdisciplinary and Inclusive Education
College of Education
Kuder, Sydney J.
Teaching teams; Learning disabled children--Education--Language arts
Curriculum and Instruction | Special Education and Teaching
The purpose of this study was: (a) to examine the effects of using the station teaching model of co-teaching to improve academic performance of students with learning disabilities, (b) to examine the effects of using the station teaching model of co-teaching to improve attention and engagement of students with learning disabilities, and (c) to evaluate student satisfaction of the station teaching intervention. Eight elementary students, five second graders and three fourth graders participated in the study. All eight students, three males and five females, were eligible for special education services as classified with varying learning disabilities. A single subject ABAB design was used. During the baseline phases, students were instructed in writing using a traditional workshop model where instruction was provided whole-group and then students were provided independent writing time. During the intervention, instruction in writing was provided in small-groups using stations among two teachers in the classroom. Students' academic performance and attention/engagement was assessed throughout all baseline and intervention phases. Results indicate that students' academic performance and attention/engagement increased when the intervention was provided. The student satisfaction survey suggests that students overall enjoyed using the station teaching model. Further research is suggested to investigate the effects of station teaching for students with learning disabilities.
Ruoff, Kathryn A., "The effects of the station teaching model of co-teaching on students with learning disabilities" (2019). Theses and Dissertations. 2703.