Students' Perceptions of Instruction of Inclusion Classrooms: Implications for Students with Learning Disabilities
Exceptional Children, Vol. 66, No. 1 pp. 23-37 (1999)
Klingner, J. K., and Vaugh, S.
Abstracted by Michele Costanza
This article synthesizes 20 investigative studies on the perceptions of 4,659 students from kindergarten through 12th grade. 760 of those students had high-incidence disabilities. The students' perceptions of general education classrooms, including those with students with disabilities, of instructional procedures found in the classroom. The results showed that students with disabilities want the same instructional procedures in regard to activities, books, homework, grading criteria, and grouping practices as their peers without disabilities. Their classmates without disabilities agreed to this as being fair. Both groups of students recognized and appreciated differences in what and how students learn, valuing teaching at a slower pace of instruction when necessary; clearly explaining concepts and assignments; implementing learning strategies; and teaching the content in a variety of ways so everyone can learn.
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