Small Group Learning: Effects of Including a Student with Intellectual Disabilities

In this study, we investigated the learning of five discrete vocabulary facts or story comprehension questions of 15 general education elementary students when taught in teacher directed small groups which included a student with intellectual disabilities. Within the context of an adapted alternating treatments design, a general education teacher taught the facts to three general education students. One group included a fourth student who had intellectual disabilities. The other group included a fourth general education student instead of the student with disabilities. A pre- and post-test on the facts was given to each general education student before and after the lesson. Percent increase from pre- to post-test was graphed for each student. The results demonstrated that the gain scores on the pre-post tests for the general education students were similar for both conditions. Results are discussed in relationship to providing effective instruction for all students in general education classrooms which include students with intellectual disabilities.