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Meeting the Learning Needs of Individual Children in the Mainstream Classroom

A teacher in a mainstream classroom identified six children with behaviour difficulties or learning difficulties who were not receiving any assistance outside of the classroom. The teacher was to independently complete a functional assessment of each child to reach a hypothesis about the cause of the difficulty, and then choose and implement an appropriate intervention. Treatment integrity was monitored throughout the interventions to ensure correct implementation. It became apparent that the teacher was unable to complete adequate functional assessments or maintain appropriate interventions because of the time constraints associated with being in a classroom and her lack of specialist knowledge.

Identiferoai:union.ndltd.org:canterbury.ac.nz/oai:ir.canterbury.ac.nz:10092/2275
Date January 2008
CreatorsPatterson, Melanie Sian
PublisherUniversity of Canterbury. School of Educational Studies and Human Development
Source SetsUniversity of Canterbury
LanguageEnglish
Detected LanguageEnglish
TypeElectronic thesis or dissertation, Text
RightsCopyright Melanie Sian Patterson, http://library.canterbury.ac.nz/thesis/etheses_copyright.shtml
RelationNZCU

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