Ellett L
Rancho Bernardo High School, San Diego, CA 92128-4499.
J Learn Disabil. 1993 Jan;26(1):57-64. doi: 10.1177/002221949302600107.
This study examined the skills of secondary students that teachers considered necessary for success in mainstreamed regular education classrooms and intervention strategies teachers would be willing to use. Teachers (N = 89) from three high schools rated the importance of 14 student skills and the reasonability of 35 intervention strategies. Student skills deemed important included following directions, coming to class prepared with materials, using class time wisely, and making up assignments and tests. Factor analysis of intervention strategy results revealed seven factors: using supplemental resources; simplifying instruction; providing support and extra instructional cues; enhancing classroom behavior management; facilitating grade improvement; modifying learning environment; and teaching study skills and providing a positive, cooperative learning environment. Secondary teachers appear to prefer intervention strategies that they can implement in their own classroom, that can apply to all students, and that require little extra time.
本研究考察了教师认为对融入主流的常规教育课堂取得成功所必需的中学生技能，以及教师愿意采用的干预策略。来自三所高中的89名教师对14项学生技能的重要性和35项干预策略的合理性进行了评分。被认为重要的学生技能包括听从指示、准备好学习材料上课、明智地利用课堂时间以及补考和补考。干预策略结果的因素分析揭示了七个因素：使用补充资源；简化教学；提供支持和额外的教学提示；加强课堂行为管理；促进成绩提高；改善学习环境；教授学习技能并提供积极、合作的学习环境。中学教师似乎更喜欢他们可以在自己的课堂上实施、适用于所有学生且几乎不需要额外时间的干预策略。
