Date Approved

7-27-2019

Embargo Period

8-5-2019

Document Type

Thesis

Degree Name

M.A. Learning Disabilities

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Accardo, Amy

Second Advisor

Kuder, Sydney J.

Third Advisor

Shuff, Midge

Subject(s)

Teaching teams; Learning disabled children--Education--Language arts

Disciplines

Curriculum and Instruction | Special Education and Teaching

Abstract

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.

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