Including Students with Disabilities into the General Education Science Classroom

By J. Cawley, S. Hayden, Elsa Cade, Susan Baker-Kroczynski. 2002

139 citations recorded by the source corpus.

Subfields: Education, General Agricultural and Biological Sciences

View Paper: https://www.semanticscholar.org/paper/849ac377e5a3bbd12ba4f7bf20b941f20d366632

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. T. Scruggs
2. Margo Mastropieri
3. Kimberly A. McDuffie
4. N. Zigmond
5. Laura J. Moin
6. K. Magiera
7. V. Volonino
8. J. McLeskey

Citations in the corpus

• Science Learning in Special Education: The Case for Constructed Versus Instructed Learning (2007, background): “Off-task or inappropriate behavior was not a problem in these classes (see also Cawley, Hayden, Cade, & Baker-Krooczynski, 2002 ).”
• INSTRUCTIONAL ACTIVITIES AND GROUP WORK IN THE US INCLUSIVE HIGH SCHOOL CO-TAUGHT SCIENCE CLASS (2009, background): “However, compared to pull-out programs in which science instruction is delivered by special-education teachers, co-teaching may imply a slight improvement: 90% of science instruction in pull out programs is textbook-based ( Cawley et al., 2002 ).”
• Differentiated Curriculum Enhancement in Inclusive Middle School Science (2006, background): “After reviewing the literature, Cawley and Parmar (2001) concluded that many students with disabilities lack specific literacy skills needed for learning from science textbooks (see particularly Carlisle, 1993, 1999; Cawley, Miller, & Carr, 1990).”