Teachers’ Instruction of Noncategorically Grouped Handicapped Children

Richard A. Curci, Jay Gottlieb

Research output: Contribution to journalArticle

Abstract

The sample for this study consisted of 46 noncategorically identified handicapped students who had been assigned to functionally grouped self-contained classes. For purposes of this research, only a child study team reevaluated the students and supplied a label, learning disabled or emotionally disturbed. We observed all students on at least nine occasions on three behaviors: teachers’ academic questions directed toward them, extended feedback from teachers, and dyadic work interactions. Although the special education classroom teachers did not know the labeled identity of any student in the class, they instructed the two groups differently. They instructed the emotionally disturbed children with fewer instances of academic questioning, less extended feedback for their responses, and fewer dyadic work interactions.

Original languageEnglish (US)
Pages (from-to)239-248
Number of pages10
JournalExceptionality
Volume1
Issue number4
DOIs
StatePublished - Jan 1990

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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