Education and Training in Developmental Disabilities - Division on ...

dents’ adequate academic progress <strong>in</strong> <strong>in</strong>clusive
sett<strong>in</strong>gs. With more than 50% of general
education teachers who currently have students
with disabilities <strong>in</strong> their class never hav<strong>in</strong>g
seen IEPs developed for the students (Kim
et al.), even <strong>in</strong> the case where IEPs are st<strong>and</strong>ards-related,
it cannot be guaranteed that
the students could proceed towards a mean<strong>in</strong>gful
academic achievement through access<strong>in</strong>g
the general curriculum <strong>and</strong> gett<strong>in</strong>g proper
support. Meanwhile, the research on assessment
for students with disabilities focuses on either
diagnosis-related issues (e.g., Han & Park, 2004)
or tests for students <strong>in</strong> special schools (e.g., Kim
& Kim, 2004), leav<strong>in</strong>g few empirical studies for
those students to successfully participate <strong>in</strong>
<strong>in</strong>clusive assessments.
In practice, regard<strong>in</strong>g the assessment for
regular elementary school students, apart
from the guidel<strong>in</strong>es written <strong>in</strong> the state-level
curriculum, a specific criterion on targeted
‘concepts’ or ‘generalization’ of each subject
st<strong>and</strong>ard is much needed across contents (M.
Lee, 2004). Therefore, it might benefit all
students <strong>in</strong>volved if <strong>in</strong>structional rubrics with
a specific criterion are carefully developed <strong>in</strong>
the light of universal design for learn<strong>in</strong>g
(UDL; Rose & Meyer, 2006) <strong>and</strong> applied for
daily <strong>in</strong>struction <strong>in</strong> <strong>in</strong>clusive classrooms with
diverse learners. Based on such needs <strong>in</strong> the
field, this study exam<strong>in</strong>ed the effects of <strong>in</strong>structional
rubrics on class engagement behaviors
<strong>and</strong> the achievement of lesson objectives
by students with mild mental retardation
<strong>and</strong> their typical peers.
Method
Participants
Three students with mild mental retardation
<strong>in</strong> grades five <strong>and</strong> six participated <strong>in</strong> the study.
The range of IQ score of the participants was
from 57 to 59 on the Korean-Wechsler Intelligence
Scales for Children-III (Kwak, Park, & Kim,
2001). All participants were reportedly <strong>in</strong>
need of improv<strong>in</strong>g basic class engagement behaviors
to make progress <strong>in</strong> the general curriculum.
Student 1 was a twelve-year-old male student
<strong>in</strong> the sixth grade with a full scale IQ of 57.
Based on the curriculum-based measurement,
he could read <strong>and</strong> write short sentences with
three to four simple words, but demonstrated
difficulties <strong>in</strong> comprehension of complicated
words <strong>and</strong> paragraphs. Dur<strong>in</strong>g the pre-basel<strong>in</strong>e
observation, he barely showed <strong>in</strong>terest <strong>in</strong>
class, spend<strong>in</strong>g most of the time scribbl<strong>in</strong>g on
or fold<strong>in</strong>g the paper, with no textbook or
material prepared on the desk.
Student 2 was an eleven-year-old male student
<strong>in</strong> the fifth grade with a full scale IQ of
59. Though produc<strong>in</strong>g some errors, he could
read <strong>and</strong> write sentences with four to five
words <strong>in</strong> various formats based on the curriculum-based
measurement, <strong>and</strong> demonstrated
relative strengths <strong>in</strong> read<strong>in</strong>g comprehension.
Dur<strong>in</strong>g the pre-basel<strong>in</strong>e observation, he prepared
the textbook <strong>and</strong> looked at the teacher
or other students from time to time; however,
when asked to participate <strong>in</strong> the activity, he
became extremely shy lower<strong>in</strong>g his head <strong>and</strong>
not even mov<strong>in</strong>g a f<strong>in</strong>ger.
Student 3 was an eleven-year-old male student
<strong>in</strong> the fifth grade with a full scale IQ of
58. Based on the curriculum-based measurement,
he could read <strong>and</strong> write short sentences
with three to four simple words, but demonstrated
difficulties <strong>in</strong> comprehension of complicated
words <strong>and</strong> paragraphs. Dur<strong>in</strong>g the
pre-basel<strong>in</strong>e observation, he scarcely showed
<strong>in</strong>terest <strong>in</strong> class, lay<strong>in</strong>g down his head on the
desk most of the time, with no textbook or
material prepared.
The typical peers of the <strong>in</strong>clusive classes <strong>in</strong>
which these three participants with mild mental
retardation were study<strong>in</strong>g <strong>and</strong> three teachers
of the classes also participated <strong>in</strong> the study.
Class 1 <strong>in</strong> which Student 1 was enrolled had 30
students without disabilities, 29 <strong>in</strong> Class 2 of
Student 2, <strong>and</strong> 29 <strong>in</strong> Class 3 of Student 3. All
of the teachers were female <strong>and</strong> their teach<strong>in</strong>g
experience <strong>in</strong> the field ranged from 6 to 18
years.
Sett<strong>in</strong>g
398 / <strong>Education</strong> <strong>and</strong> <strong>Tra<strong>in</strong><strong>in</strong>g</strong> <strong>in</strong> <strong>Developmental</strong> <strong>Disabilities</strong>-September 2009
Both tra<strong>in</strong><strong>in</strong>g <strong>and</strong> <strong>in</strong>tervention took place <strong>in</strong>
the regular classroom of each group of participants.
In addition, the sett<strong>in</strong>g for extra tra<strong>in</strong><strong>in</strong>g
given to the students with mild mental
retardation was a resource room where they
were educated partly dur<strong>in</strong>g the day.