Check It Off

Abstract

A teacher—researcher translated research-based practices related to using self-instruction in special education settings into inclusive classroom practices with students with learning disabilities (LD) and students for whom English was a second language (ESL). Both groups were fully included in a third-grade classroom. After classwide instruction and regrouping, several students with LD and some students with ESL still remained confused about the concept. The special education teacher developed individualized self-monitoring checklists based on an error analysis of each student's difficulties and taught each student how to use his or her own self-monitoring checklist to help learn the math concept. Both groups of students benefited from self-monitoring instruction to such an extent that their performance closely matched that of their typically achieving peers. All students reported that they enjoyed using the checklist. The authors also discuss implications for teachers and for teachers as researchers.