A Study of Learning Disabled StudentsEngagement in Inclusive Classrooms.
Massey University
For decades studies have shown that college students learn more when they direct their efforts to a variety of educationally purposeful activities.(Kuh 2003) Research also suggests that the engaged behavior of students with disabilities is the single best predictor of academic gains (Greenwood 1990; Bulgren 1993). High motivation and engagement in learning have consistently been linked to reduced dropout rates and increased levels of student success (Woods 1995; Blank 1997; Dev 1997; Kushman 2000). Thus, if general education classrooms promote the active engagement of students with disabilities, it would be expected that academic achievement would also be improved. Kuh suggests that the very act of being engaged adds to the foundation of skills and dispositions essential to living a productive, satisfying life after college (Kuh 2003)
Research shows that students with disabilities are more engaged in academic activities in inclusive classrooms than in segregated classrooms (Hunt 1994; Logan 1997) They were also found to spend more time with the class doing the same activities rather than parallel or separate activities.
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Students in the incubation room at the Woodbine Ag...This is a significant outcome, as students' sense of belonging, self-esteem, and engagement are all affected by participating in the regular activities of the classroom alongside their peers (Schnorr 1990; Williams 1998) The more students study a subject, the more they learn about it. Likewise, the more students practice and get feedback on their writing, analyzing or problem solving, the more adept they become. (Kuh 2003) Students who are involved in these educationally productive activities develop habits that enlarge their capacity for continuous learning and personal development. (Kuh 2003)
However students can be surrounded by impressive resources and not routinely encounter classes or take part in activities that engage them in authentic learning(Kuh 2003) Keeping students interested...