Eyes on the Prize: Teaching Complex Historical Content to Middle School Students with Learning Disabilities

Russell M. Gersten · Joyce Smith-Johnson · Joseph Dimino · Anne Peterson

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Educator Training and Historical Pedagogy Behavioral and Psychological Studies Collaborative Teaching and Inclusion

Abstract

This study compared two approaches for teaching a history unit on the Civil Rights Movement (1954–1965) to middle school students with learning disabilities (LD) in general education settings. The curriculum was designed to make the content challenging, but accessible. The major text was the documentary, Eyes on the Prize (DeVinney, 1991). Readings were brief and included primary sources from the time period. Curriculum content was constant in both instruction conditions, but in the experimental condition teachers isolated the video selections into brief 2- to 3-min segments to facilitate learning and used peer dyad activities to foster active processing of content. Students with and without disabilities in the experimental condition scored significantly higher on 2 of 3 content measures.

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References

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2005Quality Indicators for Group Experimental and Quasi-Experimental Research in Special Education 2007Engaging Adolescents With LD in Higher Order Thinking About History Concepts Using Integrated Content Enhancement Routines 2013A New Look at Mnemonics and Graphic Organizers in the Secondary Social Studies Classroom 2015The Effects of an Intensive Reading Intervention for Ninth Graders with very Low Reading Comprehension 2015

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