Social studies instruction for students with mild disabilities: An (updated) progress report

Lintner, Timothy; Kumpiene, Gerda

doi:10.1016/j.jssr.2017.03.003

Cited by 4 publications

(9 citation statements)

References 37 publications

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“…Secondary schools, particularly high schools, are facing demands to increase academic standards, increase the volume and complexity of material, increase the use of higher order thinking skills, and prepare all students to be college‐ and career‐ready while also preparing them to pass mandated standardized tests (Bulgren, Graner, & Deshler, 2013). Students with disabilities are included in these classrooms at higher rates than ever before (Lintner & Kumpiene, 2017), and yet they may not have the underlying skills necessary to acquire and use the volume of critical facts and concepts that are required (Bulgren et al, 2013). Evidence indicates teachers find it difficult to address the underlying strategies and provide SDI when there is so much content, and the pace moves so quickly that students are given accommodations instead of instruction (Bulgren et al, 2013; King‐Sears, Stefanidis, & Brawand, 2019; Lintner & Kumpiene, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…Students with disabilities are included in these classrooms at higher rates than ever before (Lintner & Kumpiene, 2017), and yet they may not have the underlying skills necessary to acquire and use the volume of critical facts and concepts that are required (Bulgren et al, 2013). Evidence indicates teachers find it difficult to address the underlying strategies and provide SDI when there is so much content, and the pace moves so quickly that students are given accommodations instead of instruction (Bulgren et al, 2013; King‐Sears, Stefanidis, & Brawand, 2019; Lintner & Kumpiene, 2017). Adding an additional teacher increases the complexity further.…”

Section: Discussionmentioning

confidence: 99%

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Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

Weiss

Rodgers

2020

Psychology in the Schools

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Coteaching is a widely used service delivery model for students with disabilities who access the general curriculum.Instruction in cotaught classrooms is meant to be qualitatively different from instruction in solo-taught classrooms; however, this is not always the case. In this article, we describe a framework for thinking about and planning instruction in cotaught classrooms that includes evidencebased practices from special education and specially designed instruction. Examples are included and discussed. K E Y W O R D S coteaching, psychology, schools, teachers

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

Weiss

Rodgers

2020

Psychology in the Schools

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“…The same study also found that less than 40% of these social studies teachers received professional development focused on SWD, and out of those who did receive the professional development, 34% rated it “not useful” (Mullins et al, 2020). As such, a host of special education researchers have turned their attention to designing strategies to support the diversity of learners now included in mainstream social studies classrooms (see De La Paz & MacArthur, 2003; Hintz, 2017; Jordan et al, 2017; Lintner & Kumpiene, 2017; Lintner & Schweder, 2011; Ryan et al, 2019). Unfortunately, these efforts rarely focus on civic learning or civic engagement opportunities (see Lintner, 2017).…”

Section: Literaturementioning

confidence: 99%

Civic Equity for Students With Disabilities

Bueso

2022

Teachers College Record: The Voice of Scholarship in Education

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Background/Context: In its pursuit for equal opportunity for all students, the field of civic education has largely ignored a significant segment of the school population: students with disabilities (SWD). While numerous studies have documented the benefits of high-quality civic learning for youth, these benefits are not equally distributed among students. Indeed, White students, economically advantaged students, and students in higher tracked classes are the most likely to participate in high-quality civic learning opportunities. Meanwhile, little is known about the high-quality civic learning opportunities provided to SWD because they are routinely absent from research and policy discussions. Purpose/Objective/Research Question/Focus of Study: Any meaningful commitment to respecting SWD as competent, contributing citizens in a democratic society requires preparing them to advocate for themselves and for others as fully as possible, which in turn requires high-quality civic learning opportunities in our schools. Moreover, we need to better understand which students are included in civic education and in what ways because these efforts communicate important lessons about who is a valued member of “we the people” and the school community. As such, this study explores the current landscape of civic education for SWD by examining the extent to which they receive equitable exposure to high-quality civic learning opportunities and engage civically within their communities. Research Design: Drawing on more than 48,000 survey responses from high school students in Chicago Public Schools, a quantitative analysis was conducted to examine the relationship between four demographic variables (disability status, socioeconomic status, race/ethnicity, and gender) and seven outcome variables attending to both traditional and digital forms of civic education. Notably, this appears to be the first large-scale empirical study to examine these indicators for SWD. Conclusions/Recommendations: There are statistically significant differences between the civic education experiences provided to SWD and students without disabilities, even when controlling for socioeconomic status, race/ethnicity, and gender. In particular, SWD are more likely to be excluded from discussion-based experiences than service-based experiences. Moreover, the magnitude of the differences based on disability status was equal to or greater than that of the differences explained by other demographic variables in the majority of cases. These findings demonstrate that disability status is a factor that deserves greater attention in civic education research and pedagogy.

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“…Students with disabilities are placed in social studies classrooms more than any other content area (Lintner and Schweder, 2012). In 1994, Passe and Beattie conducted a survey with K-12 general social studies educators in five states which was replicated by Lintner and Kumpiene in 2017. Both surveys revealed that “students with mild disabilities performed below or well below the class average in social studies” (Lintner and Kumpiene, 2017, p. 6).…”

Section: Introductionmentioning

confidence: 99%

“…In 1994, Passe and Beattie conducted a survey with K-12 general social studies educators in five states which was replicated by Lintner and Kumpiene in 2017. Both surveys revealed that “students with mild disabilities performed below or well below the class average in social studies” (Lintner and Kumpiene, 2017, p. 6). While there is no current research on the percentages of students with autism who participate in general education social studies classes, research conducted in 2007 in secondary schools, revealed this figure to be 69 percent, a third behind language arts (89 percent) and math (90 percent) (Newman, 2007, p. 3).…”

Section: Introductionmentioning

confidence: 99%

Involving students with autism in social studies

Reeves

Santoli

2018

SSRP

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Purpose The purpose of this paper is to inform teachers of evidence-based practices designed to enhance the academic performance of students with autism spectrum disorder (ASD) in the context of general education social studies classes. Originality/value Despite the growing numbers of students with ASD which are included in general education classrooms, general education teachers consistently report concerns about their abilities to effectively instruct students with ASD. Social studies classes can be particularly challenging for students with ASD because of the reading, verbal communication, and inference skills which are part of the curriculum – all areas with which these students may struggle. While each student with ASD is different, there are some research-based strategies which have been found to work successfully for many of these students.

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Social studies instruction for students with mild disabilities: An (updated) progress report

Cited by 4 publications

References 37 publications

Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

Instruction in secondary cotaught classrooms: Three elements, two teachers, one unique approach

Civic Equity for Students With Disabilities

Involving students with autism in social studies

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