An Instructional Modification Process

Cohen, Sandra B.; Lynch, Debra

doi:10.1177/004005999102300404

Cited by 5 publications

(5 citation statements)

References 3 publications

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“…However, if the integration of students with HID into general education classrooms is to be successful, some changes in educational practices will be required in these settings (Chalmers, 1991;Cohen & Lynch, 1991) because these are the same general education settings where students with HID previously experienced failure (Keogh, 1988). In fact, 93.7% of these students had academic skills well below their grade level when referred for special education services (McLeskey & Waldron, 1991).…”

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confidence: 99%

Student Preferences for Adaptations in Classroom Testing

Nelson

Jayanthi²,

Epstein

et al. 2000

Remedial and Special Education

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The purpose of the present study was to investigate student preferences for specific adaptations in general education classroom testing. Participants in the study were 158 middle school students, including students with high-incidence disabilities (HID) and general education students with low, average, high, and very high achievement. Students completed an instrument developed for the study, the Student Preferences for Testing Adaptations Questionnaire. Students rated each of 23 specific testing adaptations on a 4-point scale (1 = dislike to 4 = high preference). In two additional questions, students also stated reasons for a single most-liked and a single least-liked adaptation. Most testing adaptations were at least moderately preferred by students. Open-notes and open-book tests were among the adaptations most preferred, and least-preferred adaptations included teacher reading of test questions to students and tests with fewer questions or covering less material. Students with HID and/or students with low achievement indicated significantly higher preference than did students with average or above-average achievement for several adaptations. Students' rationales for their choices of most-liked adaptations included improved test performance as well as the opportunity to work with peers and to receive assistance. On the other hand, students' descriptions of least-liked adaptations included concerns regarding fairness and interference with their own style of working.

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confidence: 99%

Student Preferences for Adaptations in Classroom Testing

Nelson

Jayanthi²,

Epstein

et al. 2000

Remedial and Special Education

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show abstract

“…Yet there is an increasing body of material available related to the adaptation of instruction (Cohen & Lynch, 1991;Lovitt, Rudsit, Jenkins, Pious, & Benedetti, 1986), to the reframing of curricula (Ford, Davern, & Schnorr, 1992), and to the modification of instructional settings and situations (e.g., Hendrickson, 1993; Wiedmeyer & Lehman, 1 99 1 ). Yet there is an increasing body of material available related to the adaptation of instruction (Cohen & Lynch, 1991;Lovitt, Rudsit, Jenkins, Pious, & Benedetti, 1986), to the reframing of curricula (Ford, Davern, & Schnorr, 1992), and to the modification of instructional settings and situations (e.g., Hendrickson, 1993; Wiedmeyer & Lehman, 1 99 1 ).…”

Section: Tbols Of Collaborationmentioning

confidence: 99%

“…Cohen and Lynch (1991) suggest that teachers develop the list before identifying a problem as a way to encourage the creation of a comprehensive list, rather than one that focuses on a particular difficulty. Develop an array of accommodations.…”

Section: Curricular and Instructionul Decisionsmentioning

confidence: 99%

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Accommodating Students With Special Needs in General Education Classrooms

Arllen¹,

Gable²,

Hendrickson

1996

Preventing School Failure: Alternative Education for Children a

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“…Within the framework of individualized instruction, the CAEPET strategy allows the teacher to reflect on the numerous elements amenable to modification. Items within an array of instructional modifications, such as those suggested in the Instructional Modification Menu presented by Cohen and Lynch (1991), can be subdivided according to the CARPET strategy. The many activities and presentations that teachers direct provide many opportunities for making adjustments geared toward individual students.…”

Section: "Carpet"mentioning

confidence: 99%