Date Approved
7-30-2019
Embargo Period
8-14-2019
Document Type
Thesis
Degree Name
M.A. Learning Disabilities
Department
Interdisciplinary and Inclusive Education
College
College of Education
Advisor
Accardo, Amy
Committee Member 1
Kuder, Sydney J.
Committee Member 2
Shuff, Midge
Subject(s)
Learning disabled children--Education; Teaching teams
Disciplines
Special Education and Teaching
Abstract
The purpose of this study was to investigate the effect of the station model of co-teaching on the academic achievement and attention, focus and engagement of students with learning disabilities, as well as, the students' satisfaction with this model. The study utilized an ABAB single subject design to look at one of the six models developed by Friend and Cook (2004) allowing educators to combine their expertise to meet the needs of students in an inclusive setting. The results reveal the station model of co-teaching to be beneficial for students with learning disabilities in the areas of academic achievement and engagement. The data collected and analyzed on the group show an increase in academic achievement from each baseline to intervention phase as well as from intervention to invention phase. The findings show by the second phase of intervention, student focus and attention occurred over 50% of the time for all students. Positive results were gathered from the student satisfaction survey for station teaching with most students agreeing with the statements relating to its benefits and implementation. Research into the station model for both students with learning disabilities and those without learning disabilities would be beneficial.
Recommended Citation
Wraight, Jacqueline M., "The effects of station teaching on academic achievement, attention and focus of students with learning disabilities in an inclusive classroom" (2019). Theses and Dissertations. 2724.
https://rdw.rowan.edu/etd/2724
