Classroom Teachers’ Instructional Interactions with Students Who Are Exceptional, At Risk, and Typically Achieving
| Author (s) |
Jordan, A., Lindsay, L., & Stanovich, P. J. |
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| Year of Publication |
1997 |
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| Publication Type |
article |
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| Name of Periodical |
Remedial and Special Education |
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| Volume |
18 |
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| Issue |
2 |
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| Page Numbers |
82-93 |
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| Available From |
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| Suggested Audience |
- Researchers
- Teacher trainers
- Administrators
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| Descriptors |
- Learning disabilities
- Special education
- Elementary schools
- Instruction
- Teacher roles
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Content Abstract
This article looks at the teaching styles and spontaneous instructional adaptations of nine teachers in inclusive third grade classrooms. ”The question we address is not whether inclusion as a whole is effective, but what characteristics of individual teachers’ beliefs and practices might contribute to more or less effective instruction in inclusive settings” (p. 82). The study uses interviews to locate teachers on a continuum of beliefs about disability. It also uses recorded class sessions for analysis of teacher-student conversational interactions. For the continuum of teacher beliefs, at one end are teachers who assume that a disability is inherent in the individual student (called ”pathognomic perspective”). At the other end are those who attribute student problems to an interaction between student and environment (called the ”interventionist perspective”). As might be predicted, teachers who expressed a more interventionist perspective interacted more with labelled students than did teachers with a more pathognomic perspective. The former group also illustrated a greater use of instructional adaptation techniques in the their interactions with students.
Methodological Notes
This study uses an interesting tool for coding teacher responses about disabilities.
Additional Comments
Reviews and Commentary by the Field
