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Journal of Learning Disabilities
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Talking About History

Discussions in a Middle School Inclusive Classroom

Cynthia M. Okolo

Department of Counseling, Educational Psychology, and Special Education at Michigan State University

Ralph P. Ferretti

School of Education at the University of Delaware

Charles A. MacArthur

School of Education at the University of Delaware

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.

Journal of Learning Disabilities, Vol. 40, No. 2, 154-165 (2007)
DOI: 10.1177/00222194070400020601
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