Taking the Time out of Transitions

West Virginia University Press. P.O. Box 6295, West Virginia University, Morgantown, WV 26506. Tel: 866-988-7737; Tel: 304-293-8400; Fax: 304-293-6585; Web site: http://www.wvupress.com/index.php

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Time Management; Inclusion; Regular and Special Education Relationship; Classroom Environment; Space Utilization; Visual Aids; Auditory Stimuli; Visual Stimuli; Intervention; Teacher Attitudes; Time Factors (Learning); Kindergarten; Grade 1; Elementary School Teachers; Disabilities; Attention; Interviews; Student Behavior; Observation; Learner Engagement; Generalization; Program Effectiveness

0748-8491

Until now, studies have not looked at the importance of managing and reducing academic transition times in inclusion classrooms. In the present study, researchers examine the impact of teacher-approved, environmental modifications in the context of an inclusion class. The methodology used was a single-subject, multiple baseline design across four transitions in two early childhood inclusion classrooms, to evaluate the effectiveness of classroom modifications on transition time. The modifications included: lines on the rug to indicate seating rows, table inserts and chair bags to provide access to materials, visual aids to indicate center choices, and chimes to begin/end transitions. Results from the interventions show that teacher-prompted modifications in inclusion classrooms are relevant to the overall discourse of the importance of reducing transition times. Class-wide data analysis showed a decrease in transition times by an average of 1 minute and 36 seconds, following the introduction of the modifications. Teacher feedback indicated satisfaction with the modifications and the results.

As Provided

26

2015

EJ1070183