This Article Full Text (PDF) References Alert me when this article is cited Alert me if a correction is posted Citation Map Services Email this article to a friend Similar articles in this journal Similar articles in PubMed Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by Wiebe Berry, R. A. Search for Related Content PubMed PubMed Citation Articles by Wiebe Berry, R. A. Social Bookmarking                         What's this?

Beyond Strategies

Teacher Beliefs and Writing Instruction in Two Primary Inclusion Classrooms

University at Buffalo, raberry@ buffalo.edu

Links between teachers' pedagogical beliefs and teaching practices were investigated with respect to process writing instruction. Participants included 5 teachers, 44 general education students, and 23 special education students in 2 elementary multi-age inclusion classrooms. Findings suggested that, although the teachers shared similar views on inclusion and were convinced of the uniqueness of their respective instructional approaches, they nuanced their writing instruction to conform to their implicit theories about teaching, learning, and disability. One set of teachers believed that the writing "breakdowns" of students with disabilities required a structural approach— sequenced, individualized, phonics-based instruction targeting individual performance levels. Another set of teachers advocated a relational approach, wherein students with disabilities are "protected" and "empowered" in learning communities characterized by shared activities, student choice, and interpersonal communication.

Journal of Learning Disabilities, Vol. 39, No. 1, 11-24 (2006)
DOI: 10.1177/00222194060390010301


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?