Instruction of students with moderate and severe disabilities in elementary classrooms

Twelve students with low-incidence disabilities were observed in their kind ergarten through third grade, general education classrooms. Frequency data were collected on the number of teaching opportunities delivered on the lea rning objectives reflected in the students' Individual Education Programs, the individual who delivered the teaching opportunity, and the instructiona l context that was occurring at the time the teaching opportunity occurred. Results indicated that teaching opportunities on the learning objectives o ccurred at an overall rate per minute of 0.224 and 4 students received no t eaching opportunities. The general education teacher and special education assistant delivered the most instruction in 1:1 instructional contexts. Res ults are discussed in relation to improving the quality of instruction when students with disabilities are included in general education classrooms. ( C) 2001 Elsevier Science Inc. All rights reserved.