Are Different Kinds of Instructional Tasks Used by Different Categories of Students in Different Settings?

Abstract

Observational data were collected on the instructional tasks used by 30 learning disabled (LD), 32 emotion ally/behaviorally disturbed (EBD), 30 educable mentally retarded (EMR), and 30 nonhandicapped students. The specific task being used was coded every 10 seconds for one entire school day for each student. Analyses of time using each of eight specific tasks and two task composites (teacher-directed tasks and paper-focused tasks) revealed no differences between handicapped and nonhandicapped students. Repeated measures analyses for categories of handicapped students as a function of setting revealed only one category effect and two setting effects. Interaction effects involved EMR group differences. In general, findings suggested that the same instructional tasks are being used with handicapped and nonhandicapped students, as well as with different types of handicapped students. Further, there are minimal setting effects; the same kinds of instructional tasks are used across mainstream and special education settings for mildly handicapped students.