Jimenez, B. A., Brower, D. M., Spooner, F., & Dibiase, W. (2012). Inclusive inquiry science using peer-mediated embedded instruction for students with moderate intellectual disability. Exceptional Children, 78(3), 301-317.
The authors of this quantitative empirical research article examined the effects of peer-mediated instruction and use of knowledge charts during inquiry-based science lessons on the students’ correct responses. The authors further examined how these practices affected student attitudes towards science learning.
The participants of this study were six sixth-graders selected to be peer tutors for five students who received special education services at a large urban middle school. One regular education science teacher and one special education teacher also participated in the study, which took place in the general education science classroom. The authors used knowledge charts (KWHL) and cooperative learning groups consisting of one special education student and five general education students to facilitate the intervention. Results of this study showed that all special education students receiving peer-mediated intervention increased the number of correct responses in regards to science vocabulary words, pictures, and concepts. Both the peer tutors and students with disabilities also showed increased positive attitudes towards peer-mediated instruction after the intervention.
The results of this study are useful to educators when including students with intellectual disabilities in the general education science classroom. Educators should facilitate student learning through the use of peer tutors and cooperative learning environments, and knowledge charts such as the KWHL to help students identify what they already know, what they want to know, and what they learned at the end of the lesson.
The authors of this quantitative empirical research article examined the effects of peer-mediated instruction and use of knowledge charts during inquiry-based science lessons on the students’ correct responses. The authors further examined how these practices affected student attitudes towards science learning.
The participants of this study were six sixth-graders selected to be peer tutors for five students who received special education services at a large urban middle school. One regular education science teacher and one special education teacher also participated in the study, which took place in the general education science classroom. The authors used knowledge charts (KWHL) and cooperative learning groups consisting of one special education student and five general education students to facilitate the intervention. Results of this study showed that all special education students receiving peer-mediated intervention increased the number of correct responses in regards to science vocabulary words, pictures, and concepts. Both the peer tutors and students with disabilities also showed increased positive attitudes towards peer-mediated instruction after the intervention.
The results of this study are useful to educators when including students with intellectual disabilities in the general education science classroom. Educators should facilitate student learning through the use of peer tutors and cooperative learning environments, and knowledge charts such as the KWHL to help students identify what they already know, what they want to know, and what they learned at the end of the lesson.