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Development of a School Building Model for Educating Students with Handicaps and At-Risk Students in General Education Classrooms

Joseph R. Jenkins received his PhD in education and psychology from the University of Minnesota. He is a professor of special education at the University of Washington.

Mark Jewell

Mark Jewell is a doctoral student in special education at the University of Washington. He has been a classroom teacher for 10 years and serves as a research assistant on the Mount Vernon Project.

Norma Leicester

Norma Leicester is a doctoral student in special education at the University of Washington. She has taught for 17 years in regular and special education and is currently a research assistant for the Mount Vernon Project.

Linda Jenkins, MEd

Linda Jenkins received her MEd in special education from the University of Delaware and administrative credentials from the University of Washington. She is principal of Washington Elementary School.

Nina M. Troutner

Nina M. Troutner is a Chapter I reading teacher and grant coordinator in the Mount Vernon School District in Mount Vernon, Washington. Address: Joseph R. Jenkins, EEU CDMRC WJ-10, University of Washington, Seattle, WA 98195.

This study, conducted in the context of a 4-year project to redesign special and remedial services in an elementary school, examined the effects of cooperative learning, cross-age tutoring, and in-class services for students with handicaps and remedial students. All students (524) in Grades 1 through 6 in two medium-sized elementary schools took part in the study. All three treatments were introduced into one of the schools, with the second school serving as a control. The cooperative learning treatment was delivered to all sixth-grade students, cross-age tutoring to special and remedial students in Grades 1 through 3, and the in-class services to all grade levels. Results indicated that, although the character of the instructional services changed markedly, none of the three treatments had much impact on achievement. Reasons for the findings are explored.

Journal of Learning Disabilities, Vol. 24, No. 5, 311-320 (1991)
DOI: 10.1177/002221949102400508


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