Instructional Conversations Out of the Mainstream: Issues and Accommodations for Special Education Students.
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| Title: | Instructional Conversations Out of the Mainstream: Issues and Accommodations for Special Education Students. |
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| Language: | English |
| Authors: | Ratleff, Jana Echevarria, McDonough, Renee |
| Peer Reviewed: | N |
| Page Count: | 32 |
| Publication Date: | 1992 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Classroom Communication, Dialogs (Language), Disabilities, Group Discussion, Holistic Approach, Instructional Effectiveness, Interaction, Intermediate Grades, Language Acquisition, Language Handicaps, Learning Disabilities, Mental Retardation, Primary Education, Teacher Role, Teacher Student Relationship, Teaching Methods, Thematic Approach |
| Abstract: | An instructional approach that promotes an interactive or experiential model rather than a reductionist model in special education is discussed. The approach, called instructional conversations, encourages students to use meaningful language without focusing on the correctness of form. The teacher's role is one of facilitating genuine dialogue between the student and teacher, as well as student-to-student collaborative talk. The teacher presents provocative ideas or experiences, then questions, prods, coaxes, or keeps quiet, clarifying or instructing only when necessary. A study implemented instructional conversations in a special education class of 10 to 12 students (ages 6-10) with learning handicaps. Results indicated that instructional conversations provide a holistic context for learning, particularly when a theme is used to guide discussion, and they also promote oral participation and student-to-student interaction during reading lessons. Results also indicated that the special education teacher is required to make adaptations for learning handicapped students. The paper concludes that while instructional conversations do not replace teaching that emphasizes the acquisition of skills and knowledge, it does appear to provide additional avenues for learning within a meaningful context. (22 references) (JDD) |
| Entry Date: | 1992 |
| Accession Number: | ED347729 |
| Database: | ERIC |
| Abstract: | An instructional approach that promotes an interactive or experiential model rather than a reductionist model in special education is discussed. The approach, called instructional conversations, encourages students to use meaningful language without focusing on the correctness of form. The teacher's role is one of facilitating genuine dialogue between the student and teacher, as well as student-to-student collaborative talk. The teacher presents provocative ideas or experiences, then questions, prods, coaxes, or keeps quiet, clarifying or instructing only when necessary. A study implemented instructional conversations in a special education class of 10 to 12 students (ages 6-10) with learning handicaps. Results indicated that instructional conversations provide a holistic context for learning, particularly when a theme is used to guide discussion, and they also promote oral participation and student-to-student interaction during reading lessons. Results also indicated that the special education teacher is required to make adaptations for learning handicapped students. The paper concludes that while instructional conversations do not replace teaching that emphasizes the acquisition of skills and knowledge, it does appear to provide additional avenues for learning within a meaningful context. (22 references) (JDD) |
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