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This study explored the adaptive help-seeking strategies of three junior high school students with intellectual disabilities in inclusive classes. A consistent finding of research in help-seeking has been that students who most need help are least likely to seek it. By extension, students with disabilities in inclusive classrooms are less likely to use effective learning strategies and are consequently more dependant on assistance from the teacher and from peers. Using non-participant observation and semi-structured interviews with teachers and students the study revealed that in inclusive classrooms students with disabilities rely heavily on their peers. It is not clear, however, whether in this context students are developing the strategies of efficient, self-regulated learners. |
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