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Students' time on learning tasks in special education.

H L Rich, S M Ross

    Exceptional Children
    |April 1, 1989
    PubMed
    Summary
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    Special education students in less restrictive settings, like resource rooms, gain more in-class learning time. This study measured time use among students with handicaps in various educational placements.

    Area of Science:

    • Special Education
    • Educational Psychology
    • Child Development

    Background:

    • Understanding time allocation is crucial for effective special education.
    • Previous research has not fully quantified time use across different educational settings for students with handicaps.

    Purpose of the Study:

    • To measure time utilization of handicapped students in four special education settings: regular class, resource room, special class, and special school.
    • To compare time use across these distinct educational environments.

    Main Methods:

    • Naturalistic observation procedures were employed.
    • The study sample comprised 230 elementary-aged students with handicaps.
    • Data were collected from 58 classes across 16 schools.

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    Main Results:

    • ANOVA comparisons indicated that less restrictive educational alternatives provided more in-class learning time.
    • The resource room setting, specifically, was associated with increased availability of learning time.
    • Significant differences in time use were observed across the four special education alternatives.

    Conclusions:

    • The findings suggest that resource rooms and other less restrictive environments optimize learning time for students with handicaps.
    • Recommendations are discussed for strategies to enhance learning time within special education contexts.
    • Educational placement significantly impacts the amount of available instructional time for students with disabilities.