Using Data-Based Instruction to Improve the
Learning Outcomes of Students Who are Difficult to Teach
Abstract by Ann Nevin
Researched Best Practices for Social Studies
Kinder and Bursuck (1993) identified three effective
strategies for improving the social studies skills of students with learning
disabilities:
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using a visual cue such as a timeline
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teaching social studies vocabulary
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teaching a "problem-solution-effect" analysis to
learn cause-effect of historical events.
Other researchers have confirmed the effectiveness
of these relatively simple-to-implement teaching procedures. Curtis (1991)
conducted an extensive review of the literature on research proven ways
of improving social studies for students with special needs. He identified
two types of approaches that teachers use in their classrooms "naturally".
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Instructional approaches such as
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the Inquiry approach
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Moral Judgment training
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the Controversial Issues approach
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One and Two Sided Arguments approach
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Case Study approach
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Cooperative Learning Groups approach
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Teaching Underlying Learning Strategies such as
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varied concreteness of lectures by using pictures,
audio tapes, books
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guided reading followed by summarization
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modified text by adding audio and visual cues
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explaining directions and reinforcing immediate recall
Passe and Beattie (1994) provided a progress report
based on a survey of social studies teachers who had students with mild
disabilities in their social studies classrooms in five states (West Virginia,
New York, New Mexico, Virginia, Texas). Analysis revealed that no adaptations
were reported by only 7% of the survey respondents.
The most frequently used classroom adaptations
by social studies teachers were:
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peer tutoring (reported by 42% of the survey respondents)
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special seating arrangements (41%)
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adult tutoring (40%)
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adapted assignments (31%)
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adapted reading material (21%)
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ability grouping (20%)
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adapted testing procedures (20%)
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audio-visual supplements (18%).
This is encouraging information for social studies
teachers, special educators, and advocates for improving the social studies
knowledge and skills of students with disabilities.
Curtis, C. 1991). Research proven ways to improve social studies for
learners with special needs.
Kinder, D., & Bursuck, W. (1993). History strategy instruction:
Problem-solution-effect analysis, timeline, and vocabulary instruction.
Exceptional Children, 24(5), 270-275.
Passe, J., & Beattie, J. (1994). Social studies instruction for
students with mild disabilities. Remedial and Special Education, 15(4)
227-233.
Return to Table 1