Date of Award

Summer 1999

Degree Type

Thesis

Degree Name

Master of Science in Education (MSEd)

Department

Education and Human Development

First Advisor

Betsy Ann Balzano

Second Advisor

Linda Schloner

Third Advisor

Scott D. Robinson

Abstract

As the number of inclusion classrooms continue sto grow across the country, educators are quickly noticing the enormous span in ability level among students in one classroom. Given the large number of learning disabilities, the well-known ones often overshadow the less commonly known disabilities. Programs designed to best suit the needs of a majority of students in an inclusion classroom can thus miss the needs of students with these uncommon disabilities. Educable Mental Retardation (EMR) is interpreted as a student who cannot function in society or a classroom without additional help. This case study is designed to understand the abilities of students who are identified as EMR so that programs can be designed to meet their needs in the classroom. The author examined a blended third/fourth grade classroom which included students with special needs and two students with EMR. The author asked:

  1. Are Educable Mentally Retarded (EMR) students able to recall the same amount of mathematical information as average students?
  2. Which activities do the students who are EMR believe are most beneficial to them when learning multiplication?

Students were taught multiplication facts using several different strategies designed to assist recall. Several tests were given to assess recall ability. Following the study, two random students and the two students with EMR with interviewed. The author found that the students with EMR were unable to recall the same amount of information as average students. Daily repetition of facts and strategies, as well as one-on-one support is found to be beneficial.

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