Specialized Instruction within General Education: A Case Study of One Elementary School

摘要: This study examined how classroom teachers in one elementary school approached the problem of designing specialized instruction for students with reading problems. We asked 12 to rate their confidence effective interventions and then diagnose a student's problem, select an intervention, implement it. Teachers were moderately confident about ability design interventions; but some expressed doubts proceed. Their approach intervention differed somewhat from that special education resource teachers. Some experienced considerable difficulty implementing they selected.