The Effects of a Math Instructional Package on Affective Outcomes in Inclusive and Pullout Settings

• In Event: 14.046 - Poster Session 1
  In Poster Session: 14.046-4 - Design and Research in Learning Environments

Abstract

We used data from a two-year, large-scale, cluster-randomized, and pretest-posttest experiment of students and teachers to address whether inclusion of students with disabilities (SWD) in regular classrooms improves their affective outcomes and whether a math instructional package referred to as Enhanced Anchored Instruction (EAI) as an academic intervention helps improve affective outcomes of SWD in inclusion classrooms, in comparison to SWD in resource rooms and general education students. EAI, as an academic intervention, induced decline in a couple of affective outcomes among SWD and general education students in inclusion classrooms. EAI helped improve a number of affective outcomes of SWD in resource rooms much more than SWD in inclusion classrooms.

Authors

• Xin Ma, University of Kentucky

• Brian A. Bottge, University of Kentucky