Principal Investigators
Brian R. Bryant
Funding Agency
Overview
The goal of this project is to observe the instructional and behavioral practices of special education teachers in algebra I and English I who provide support to students in inclusive high school classrooms. Observations will be conducted in several waves over the course of 1 school year. Teachers will implement a brief, 3-week intervention in the spring for English I or algebra I in the inclusive setting and report the feasibility of those interventions.
Purpose
- Identify how general education and special education teachers collaboratively plan for and deliver instruction in English I and algebra I to special education students with learning disabilities in inclusive classrooms
- Identify the critical components in English I and algebra I taught to special education students with learning disabilities in inclusive classrooms
- Identify the evidence-based instructional practices of special education and general education teachers who teach students with learning disabilities in algebra I and English I inclusive classes
- Identify adaptations, accommodations, and modifications that teachers provide to support students with learning disabilities in English I and algebra I inclusive classes
- Identify behavioral practices of special education and general education teachers who teach students with learning disabilities in algebra I and English I inclusive classes
- Identify individualized education plan goals that relate to English I and algebra I coursework
- Examine progress-monitoring data to determine the performance of students with learning disabilities in algebra I and English I inclusive classes
- Determine the feasibility of mathematics and reading interventions for students with learning disabilities in algebra I and English I inclusive classes
Participants
Ninth-grade students with learning disabilities
Site
Del Valle
Outcome
Report of practices