Abstract:
The purpose of this study was to obtain evidence of potential efficacy of supplementary
social studies materials providing differentiated curriculum enhancements for students
with and without disabilities in seventh grade social studies classrooms. Eight inclusive
seventh grade social studies classes were randomly assigned to either the curriculum
enhancement or traditional instruction conditions. Differentiated curriculum
enhancements included peer mediation using materials containing embedded mnemonic
strategies, which could be used when necessary to provide strategic information and
supplemental practice with important content, and necessary levels of support for
students with disabilities. The curriculum enhancements were relevant to the 7th grade
social studies end-of-year Standards of Learning (SOL) Assessment. Participants
included 186 seventh grade students, including 42 students with disabilities, and 16
students in the English Speakers of Other Language program. Three general education
teachers and two special education teachers participated in this study. Students received
instruction over three units for approximately10 weeks and were pre and post tested on
all content covered. Overall findings revealed, that students in the curriculum
enhancement condition statistically outperformed students in the comparison condition
on content learned and that students with disabilities in the treatment condition
statistically outperformed students with disabilities in the comparison condition.
Moreover, it appeared the embedded mnemonic strategic items may have facilitated
recall of additional content in the unit. Students and teachers reported enjoying the use of
the peer mediated curriculum enhancement materials. Findings are discussed with respect
to future research and practice.
