Social Studies Instruction in Signing Programs for Deaf and Hard of Hearing Students: An Ecobehavioral Assessment

Adequate reading skills are necessary for college and career readiness and success in the work force, but many students do not have sufficient reading skills. The 2019 National Assessment of Educational Progress demonstrated that fourth- and eighth-grade students had made little to no progress in reading since the previous report in 2017. Elementary level students often receive dedicated English language arts instruction during the day, but this is not always true for secondary level students . One way that educators can support students across the grade levels is by providing evidence-based reading instruction within content areas (i.e., science and social studies instruction). Researchers have investigated ways for teachers to provide high-quality content area reading instruction to support the reading comprehension and content acquisition of students in general education settings. Previous research suggests that paraphrasing and text structure instruction support readers’ identification of key ideas and the integration of those ideas across paragraphs and passages when reading content area texts. These practices align with reading comprehension theory in support of conscious text processing while reading. Teaching readers to generate main ideas during reading may improve the reading outcomes and content acquisition outcomes not only for typical readers but also for struggling readers and those identified for special education. Educators’ implementation of such practices within science and social studies instruction may improve students’ reading performance and content learning across grade levels.

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Perceptions and practices of U.S. pre-service special education teachers on teaching social studies instruction in inclusive classrooms

International Journal of Inclusive Education ◽

10.1080/13603116.2019.1590472 ◽

2019 ◽

pp. 1-16 ◽

Cited By ~ 1

Author(s):

Jacqueline Rodriguez

Keyword(s):

Special Education ◽

Social Studies ◽

Special Education Teachers ◽

Inclusive Classrooms ◽

Social Studies Instruction

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Social Studies Instruction for Students with Mild Disabilities

Remedial and Special Education ◽

10.1177/074193259401500404 ◽

1994 ◽

Vol 15 (4) ◽

pp. 227-233 ◽

Cited By ~ 19

Author(s):

Jeff Passe ◽

John Beattie

Keyword(s):

Social Studies ◽

General Education ◽

Classroom Teacher ◽

Significant Degree ◽

Educational Services ◽

Classroom Teachers ◽

Mild Disabilities ◽

General Education Classroom ◽

Provision Of Services ◽

Social Studies Instruction

Students with mild disabilities are frequently served in the general education classroom. As the provision of educational services for these students involves the general education classroom teacher to a greater degree, more attention must be given to the specifics of what happens in the general education classroom. Social studies is a content area in which students with mild disabilities often have a significant degree of difficulty. The current study is concerned with this difficulty. Classroom teachers were surveyed concerning the specific instructional approaches used and/or modifications used with students with mild disabilities. The results of the survey are presented, along with some possible alternatives to the current provision of services for students with mild disabilities.

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