Instructional Consequences in Mainstreamed Middle School Classes

Abstract

Twenty-six middle school social studies teachers were observed throughout the school year to assess their use of reinforcement and corrections with (a) mainstreamed, (b) low ability, and (c) mixed ability students. Time-of-year effects showed a midyear deceleration of corrections in all groups, followed by an end-of-year increase. A midyear drop in reinforcement also was seen, with no year-end increase on this variable. Across all points in time, both mainstreamed and low ability students received the greatest amounts of instructional consequences. The results are discussed in terms of the growing body of literature on effective teaching practices and their applicability for mildly handicapped students in mainstreamed classes.