University Honors

As students diagnosed with learning disabilities (LD) face disadvantages in the classroom, there is an increasing need to better understand how educators can increase equitable instruction and aid students in overcoming educational challenges. Previous research has shown that students with LD respond well when presented with Opportunities to Respond (OTRs). In several studies, the incorporation of OTRs within existing curriculum increased academic engagement and overall student outcomes for students with learning disabilities. This study uses data collected by the Special Education Research Accelerator (SERA) through three classroom observations during fifth-grade science lessons. Data was collected by determining the number and type of OTRs presented to a target student identified as having a learning disability compared to the number and type presented to the whole class and other individual students. The findings revealed that the target student received far less OTRs, as well as less variety in type of OTR. Furthermore, findings revealed a pattern in teacher-directed responses and leading questions. In combination, these findings suggest a lack of depth in the presented OTRs as well as limited opportunity for engagement for the target student. The present study highlights the importance of equitable instructional practices and suggests an imbalance in who is receiving opportunities for engagement within the classroom, as well as the quality of these opportunities.