RESNA Annual Conference - 2015

Abstract

As more students with disabilities are being placed in inclusive classrooms, they are expected to meet the increased demands that come with mastering the general education curriculum.  In content-area classes, lectures comprise a major portion of their day.  To be successful in these classes, students need effective listening and note-taking skills to learn lecture content.  Unfortunately, students with and without disabilities perform poorly at recording critical lecture content in their notes.  Therefore, this study taught students with and without learning disabilities to use smartpens to record notes in English classes.  Students in the experimental group, who were taught a note-taking strategy to use smartpens, scored significantly higher on notes and the achievement measure than students in the control group who used conventional note-taking.