Assisting Learners with Special Needs in a Regular Classroom at a Parochial School.

This action research study was designed to improve the academic performance of students with special needs in two elementary school classrooms in a parochial school setting. Cooperative learning and curriculum modifications were selected as interventions. Cooperative groups were formed which emphasized teamwork and communication with assigned roles to incorporate accountability. A binder of curriculum modifications was developed that included modifications in reading, language arts/English, mathematics, spelling, handwriting, homework, and organizational and memory strategies. Different subject areas were emphasized in each month. Students’ academic progress was assessed using anecdotal records, document analysis, and teacher surveys. Results indicated that all students benefited from the modifications that were implemented, not just the targeted population. Modifications were more effectively implemented on a whole class or group rather than individual basis. Appendices include survey and other forms. (Contains 38 references.) (DB) Reproductions supplied by EDRS are the best that can be made from the original document. ASSISTING LEARNERS WITH SPECIAL NEEDS IN A REGULAR CLASSROOM AT A PAROCHIAL SCHOOL Cynthia Ehens Till Gates An Action Research Project Submitted to the Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of Master of Arts in Teaching and Leadership Saint Xavier University & SkyLight Field-Based Master’s Program Chicago, Illinois May 2003 U.S. PARTMENT OF EDUCATION Office o ducational Research and Improvement EDUC IONAL RESOURCES INFORMATION CENTER (ERIC) his document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.