SERVING STUDENTS IN MIDDLE SCHOOL CONTENT CLASSES: A HEURISTIC STUDY OF CRITICAL VARIABLES LINKING INSTRUCTION AND ASSESSMENT

Abstract

The purpose of this study was to describe three components of general education middle school content classrooms relevant to the success of students with learning difficulties. We analyzed the curriculum, sampled verbal presentations during instruction, and assessed performance outcomes, including student perception and two types of learning outcomes. The findings are exploratory but point to the need for these three components to be aligned for successful inclusion to occur.