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What do students with learning disabilities think when their general education teachers make adaptations?
S Vaughn1, J S Schumm, K Kouzekanani
1Department of Teaching and Learning, University of Miami, Coral Gables, FL 33124-2040.
Journal of Learning Disabilities
|October 1, 1993
Summary
Students with learning disabilities (LD) prefer teacher-led adaptations, unlike their peers. Elementary students with LD favored group work and teacher support, while older students preferred fewer homework and textbook modifications.
Area of Science:
- Special Education
- Educational Psychology
- Learning Disabilities Research
Background:
- Mainstreaming students with learning disabilities (LD) into general education classrooms is common practice.
- Understanding student perceptions of instructional adaptations is crucial for effective teaching.
- Previous research has not fully explored how students with LD perceive teacher-led adaptations compared to their peers.
Purpose of the Study:
- To investigate the perceptions of mainstreamed students with learning disabilities (LD) regarding adaptations made by general education teachers.
- To compare the perceptions of students with LD with those of low achieving (LA) and average/high achieving (A/HA) classmates.
- To analyze how perceptions of adaptations differ across elementary, middle, and high school levels.
Main Methods:
- Survey research design involving 179 students (60 LD, 59 LA, 60 A/HA) from 60 general education classrooms.
- Data collected from elementary, middle, and high school levels.
- Comparative analysis of student responses regarding preferences for various instructional and assignment adaptations.
Main Results:
- Elementary students with LD showed a stronger preference for collaborative group work and teacher-initiated adaptations when facing learning difficulties.
- Middle and high school students in the LA and A/HA groups preferred minimal adaptations in homework and textbooks.
- The LD group at the middle and high school levels did not share this preference for no adaptations, indicating a divergence in needs and perceptions.
Conclusions:
- Student perceptions of adaptations vary significantly based on learning status and age.
- Teachers should consider the developmental stage and specific needs of students with LD when implementing adaptations.
- Incorporating student perspectives into teacher decision-making can enhance the effectiveness of inclusive educational practices.
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