| dc.description.abstract | Traditionally, research on students with disabilities has focused on an
individual difference model. More recently however, to elucidate the conditions and
contexts under which students develop academically and socially, researchers have
begun to call for models of study that employ a sociocultural theory perspective.
Sociocultural theory is based on the notion that children learn through participation in
social contexts. Accordingly, the type and amount of contact - most importantly the
“talk” - that takes place between the teacher and the student seems to have strong
implications for academic and social success at school. This relationship is
particularly important for students with disabilities.
The purpose of this study was to contribute to an understanding of the
interactions between general education teachers and students with learning disabilities
as they relate to participation in the learning community of the general education
classroom. Qualitative methods were used to guide the observations and analyses of
four fifth-grade teachers and three target students in each classroom, one student with
a learning disability, one low-achieving student, and one average-achieving student,
over a two-month period. Data collection included discourse analysis of interactions
between teachers and target students, interviews with teachers, and teachers’ selfreflections
throughout the study.
Results indicated that teachers had a higher rate of interactions with students
with LD than with other target student groups. However, despite the amount of time
that teachers spent talking to students with LD, the quality of most interactions, in
terms of their ability to increase learning, was judged to be low. In addition, while
teachers reported that they learned more about the target students and became more
attuned to their individual needs during a trial intervention, classroom observations
and analysis of classroom talk demonstrated that teachers did not change either the
quantity or quality of interactions with students with LD. A model for understanding
the teacher negotiation of LD students’ integration into the learning environment was
developed and supported by the following themes: teacher beliefs, classroom practice,
student response, and teacher perception of student success. The value of teacher-student
interactions in terms of both student outcomes and teacher motivation to work
with students who struggle to succeed are discussed. | |
