An Examination of Teacher and Student Behaviors in Classrooms for Students with Moderate and Severe Intellectual Disability

Autor/inn/en	Pennington, Robert C.; Courtade, Ginevra R.
Titel	An Examination of Teacher and Student Behaviors in Classrooms for Students with Moderate and Severe Intellectual Disability
Quelle	In: Preventing School Failure, 59 (2015) 1, S.40-47 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
Schlagwörter	Student Behavior; Teacher Behavior; Classroom Environment; Severe Mental Retardation; Mild Mental Retardation; Educational Opportunities; Educational Practices; Educational Strategies; Classroom Techniques; Feedback (Response); Student Participation; Special Education Teachers; Intermode Differences; Teaching Methods; Instructional Effectiveness; Observation + Suchen Sie Ihr Suchwort? Student behaviour; Schülerverhalten; Teacher behaviour; Lehrerverhalten; Klassenklima; Unterrichtsklima; Bildungsangebot; Bildungschance; Bildungspraxis; Lehrstrategie; Klassenführung; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Beobachtung
Abstract	Students with moderate and severe intellectual disability require intensive instruction to develop academic skills. A majority of instruction for these students takes place in self-contained classrooms. Unfortunately, there are little data describing common instructional practices within these classrooms. This pilot investigation aimed to explore classrooms for students with moderate and severe intellectual disability to determine the levels at which teachers typically present opportunities to respond and provide feedback in classrooms for these students, the degree to which students are engaged with academic instruction in these classrooms, and if there is a difference in teaching practices and student engagement in different school settings (separate school vs. separate classroom in a general education school). Findings, limitations, and ideas for future research are discussed. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10