Teaching Regular Class Material to Special Education Students

Abstract

Instructional academic material was used with 125 students, randomly selected from the first level regular class course offerings of a suburban Chicago high school. There were four phases and a retention test. The results suggest that with the proper teaching procedure and proper incentive motivation, many special education students are capable of acceptable performance on regular class academic material. The procedure used in the incentive conditions did not greatly increase the amount of teacher preparation time; did not require the specialists and aides to become skilled in the principles of behavior analysis; allowed for a substantial amount of individualized and small group instruction; helped to promote the development of social skills; and was inexpensive.