Author ORCID Identifier

https://orcid.org/0000-0002-0341-1820

Year of Publication

2020

Degree Name

Master of Science in Education (MSEd)

Document Type

Master's Thesis

College

Education

Department/School/Program

Early Childhood, Special Education, and Rehabilitation Counseling

First Advisor

Dr. Melinda J. Ault

Abstract

Inclusive classrooms consist of students with and without disabilities. It is often difficult for teachers to find ways to incorporate all students equally in classroom discussions. Often students with disabilities tend to participate less than their typically developing peers. For teachers to be effective in their classroom it is important for them to follow high leverage practices. One high-leverage practice strategy for teachers to incorporate in their classroom is the use of response cards (RCs). Response cards are evidence-based practices for increasing active engagement, academic achievement, on-task behavior, as well as decreasing problem behaviors. In order for students to have more opportunities to respond, general education teachers, special education teachers, and related-service providers, should collaborate to plan, implement, and evaluate the use of response cards. The purpose of this article is to provide descriptions of different types of RCs, as well as provide information on how to plan for using RCs, create instructional procedures for implementation, and provide steps to creating an evaluation system that should be used when using RCs.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2020.441

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