Improving the Effectiveness and Efficiency of Textbook Selection Procedures: A Smorgasbord of Suggestions and Strategies

Textbook selection in the United States used to be quite simple. As Nila Banton Smith (1986) reminds us, choices in colonial America were limited to the New England Primer and a Holy Bible. Throw in a slate and a lunch pail and children were fully equipped for the school year

Sekolah Siapa Takut ; Sukses Dan Fun Di Sekolah

182 hal ; 23,5 c

The Effects of Inclusion on the Social Functioning of Students with Learning Disabilities

The purpose of this study was to provide data on the social functioning (i.e., the degree of peer acceptance, self-concept, loneliness, and social alienation) of students in second, third, and fourth grade who participated in an inclusive classroom for an entire year. The social functioning of students identified as learning disabled (LD; n = 16), low achieving (LA; n = 27), and average/high achieving (AHA; n = 21) was assessed at the beginning and end of the school year. The students with LD were less well liked and more frequently rejected than AHA students. Although students' overall self-worth did not differ by achievement group, the students with LD demonstrated significantly lower academic self-concept scores. The students with LD did not differ on ratings of loneliness, and they demonstrated increases in the number of within-class reciprocal friendships from fall to spring. Discussion focuses on the effects of inclusion on the social functioning of students with LD

Social Outcomes for Students With and Without Learning Disabilities in Inclusive Classrooms

Social outcomes of students who participated in two different educational settings designed to provide special services for students with learning disabilities (LD) placed full-time within the general education classroom were examined. Participants were 185 thirdthrough sixth-grade students: 59 students with LD, 72 low to average achieving, and 54 high achieving. There was an overall educational setting effect, with students on the consultation/collaborative teaching setting demonstrating more positive outcomes than students in the co-teaching setting on friendship quality and peer acceptance. Students with LD in the consultation/collaborative teaching setting also demonstrated moderate increases in the number of reciprocal friendships from fall to spring. Discussion addresses the positive social outcomes for students with LD and high-achieving students in the consultation/collaborative teaching setting, and the importance of monitoring student progress in all settings