Academic achievement effects of an in class service model on students with and without disabilities

被引：21

作者：

Saint-Laurent, L ^{[1
]}

Dionne, J ^{[1
]}

Giasson, J ^{[1
]}

Royer, E ^{[1
]}

Simard, C ^{[1
]}

Pierard, B ^{[1
]}

机构：

[1] Univ Laval, Fac Educ, Quebec City, PQ G1K 7P4, Canada

来源：

EXCEPTIONAL CHILDREN | 1998年 / 64卷 / 02期

关键词：

D O I：

10.1177/001440299806400207

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

This article presents the results of a study designed to evaluate the impact of an in-class service model on the achievement of students at risk of school failure. The model, which included collaborative consultation, cooperative teaching, parent involvement, and strategic and adapted instruction was implemented for I school year in 13 different schools. Significant effects were found on writing scores for students at risk and on reading and mathematics scorer for general education students. No significant treatment effects were detected for students with learning disabilities. The findings confirm the benefits of the in-class service model for some students and the need to pursue further research in order to achieve better results for the lowest achievers in the classroom.

引用

页码：239 / 253

页数：15

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