Teaching Secondary Students with Moderate Disabilities in an Inclusive Academic Classroom Setting

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Abstract

An English teacher and peer tutors used a system of least prompts procedure to teach 4 secondary students with moderate disabilities to write letters within a secondary composition class setting. While students without disabilities simultaneously worked on composition assignments, they taught the students with disabilities to write letters that included the following 4 components: (a) heading, (b) greeting, (c) content body, and (d) closing. A multiple probe design across students evaluated the effectiveness of the procedure. The English teacher collected supplementary data as to the attitudes of the composition class students toward the students with disabilities who participated in their class. Results indicate that it is possible to reliably incorporate direct instruction on functional academic skills within an inclusive setting. However, support for the regular education classroom teacher is desirable. Issues as to isolation within the academic setting and limited teacher interaction are discussed.