Talking About History Discussions in a Middle School Inclusive Classroom

• Published in: Journal of learning disabilities Vol. 40; no. 2; pp. 154 - 165
• Main Authors: Okolo, Cynthia M., Ferretti, Ralph P., MacArthur, Charles A.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.03.2007; PRO-ED, Inc; SAGE PUBLICATIONS, INC
• Subjects: African Americans; Child; Classroom Communication; Classroom Observation Techniques; Classrooms; Communication; Discussions; Disorders; Elementary education; Elementary schools; Female; Grade 5; Group Instruction; History; History Instruction; Humans; Immigration; Inclusive education; Inclusive Schools; Interviews; Learning disabilities; Lesson Observation Criteria; Mainstreaming (Education); Male; Middle Schools; Professional development; Research Methodology; Schools; Sequences; Social studies; Special education; Student Attitudes; Student Participation; Students; Students with disabilities; Talking; Teacher Effectiveness; Teachers; Teaching - methods; United States History; Videotape Recordings; United States > US; Santa Barbara California; Michigan
• ISSN: 0022-2194; 1538-4780
• DOI: 10.1177/00222194070400020601

In this study, we examined the nature of whole-class discussion and teachers' instruction during discussion about historical topics in one inclusive, middle-grade classroom. We videotaped and analyzed 4 lessons to determine the nature of discussion sequences, rates of participation, and instructional challenges encountered by the teacher and students. We triangulated our analysis of observational data with teacher interviews. The results showed high rates of student participation, with no differences between students with and without disabilities. The teacher initiated and controlled the discussion, and nearly all student responses were from teacher to student rather than from student to student. The teacher encountered three challenges in developing students' understanding, and we identify specific practices she used to address these challenges. Based on students' response to measures administered by project staff and on their scores on statewide tests, this teacher's practices seemed to be highly effective.