Using Choice And Self-Monitoring To Improve Student Engagement And Assignment Completion Of Special Education Students In An Integrated Classroom In High School
As more students with disabilities are mainstreamed into the general classroom, teachers need to find creative ways to keep students focused completing work and accumulating credits to satisfy requirements for graduation.The focus in this single case research study is three special education students in the English 7 class and their work completion, engagement and gaining credits for the class. Using the RAFTs strategy, giving student choice, and student self- monitoringthe ABAB reversal design showedstudent work completion and engagement improved from a low of 10 percent to 65 percent and above. Student self-monitoring average score showed that Male 1 has an engagement score of 80%, Male 2 has an average self-monitoring in engagement of 65%, and Male 3 has a self-monitoring in engagement of 90%. Using an assessment rubric to score the RAFTs assignment, for work completion,Male 1 rubric score is 3, Male 3 a 3.5 indicating their work have met the standard. Male 2 score is 2, indicating he is close to achieving the standard.The necessary credit for the class was obtained.
Keywords: work completion, student engagement, special education students, RAFTs strategy