STUDENTS VIEWS OF INSTRUCTIONAL PRACTICES - IMPLICATIONS FOR INCLUSION

This study examined middle- and high-school students' perceptions of t eacher adaptations to meet the special learning needs of students in t he general education classroom. Individual interviews were conducted w ith 95 middle- and high-school students who represented the following groups: low achievers, average achievers, high achievers, learning dis abilities, and English as a second language. All students felt they ne eded further teacher assistance to learn from their textbooks and that they would benefit from using learning strategies. Students also iden tified grouping preferences and the types of teacher adaptations they perceived as most helpful. Implications of the findings for inclusion of students with learning disabilities in general education classrooms are provided.