1

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34
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40
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42

1
1.14.

ii

47

2.1.
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34

3.1.
3.1.1.
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3.1.3.
3.2.
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3.2.3.
3.2.3.1.

;
3


;
7

10

;
12

;
13
;

14
15

iii

3.2.3.2.
3.2.3.3.
3.2.3.4.
3.2.3.5.
3.2.3.6.
3.2.4.

16

19
( )
20

25

28

33

3.3.
3.3.1.
3.3.2.
3.3.3.

(peer tutoring)
;
;
;

3.3.4.
3.3.5.

3.3.6.
3.3.7.

3.3.8.
3.3.9.

3.3.10.
3.3.11.

iv

36
37

38

;
41


;
43

(Cross Age Tutoring);
44



45

47

(Cross-age tutoring): M
.
50

52

55

3.4.
3.4.1.
3.4.2.
3.4.3.

3.4.5.
3.4.6.

;
57
;
57

;
59

..;
62

64

65

3.5.
3.5.1.
3.5.2.
3.5.3.
3.5.4.

;
;
;

3.6.

;
72

;
73


;
76

81

3.4.4.

3.6.1.
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3.6.3.

3.6.4.

67
68
70
71

3.7.
3.7.1.
3.7.2.
3.7.3.
3.7.4.
3.7.5.

vi

;
84

;
86

;
90

94

95

4.1.
4.2.
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4.6.
4.7.
4.8.
4.9.
4.10.
4.11.
4.12.
4.13.
4.14.
4.15.
4.16.
4.17.

3
4
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41

1.13
, . (2000). : ,
, . : .
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44

 1 | ,

1.14
1:
( Teaching Students with Learning Problems to Use Study Skills: A teachers
guide, J.J. Hoover & J.R. Patton, Pro-ed, Austin, Texas, 1995, . 14-17).

(1, 2 3) (1 =
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).

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48

 1 | ,

2:

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92, M.Y. Lipson & K.K. Wixon, Harper Collins Publishers,N.Y.)

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50

 1 | ,

4:
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54

 1 | ,

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56

 1 | ,

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24

 2 |

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(Carter & McGoldrick, 1989)
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)
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Wallace et al., 1997).

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( Services for families: New Modes, Models and Intervention Strategies,
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Lefley & M. Wasow (Eds.). New York: Harwood Academic Publishers.
.



.
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54

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58

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London: Open University Press
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[discourses]:

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76

 2 |

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77

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1. Pell, E.C. & Cohen, E.P. (1995).

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(United Nations,
1993).
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.

2. Silverman, D. (1997). Discourses of counselling. HIV counselling as social

interaction. London: Sage Publications.
British Association for Counselling definition (Bond, 1990):

.

78

 2 |

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80

 2 |

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81

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 2 |

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83

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84

 2 |

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86

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:

(1994). .
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. (1998). ,
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). :
. : .
. (1989)
. 2,4.
. (2001). E. Dowling, & E. Osborne
(Eds) . : Gutenberg.
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V.Season (1998): :
., .,
( ). :
. : .
(Footnotes)
1
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, (E. Dowling, & E. Osborne, 2001).
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91

:
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 3 |

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3.1.3.

Bulgren, J. A. & Schumaker, J. B. (2001). Instructional practices designed

to promote success for students with disabilities in inclusive
secondary content classrooms: A review of the literature.
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Access, Office of Special Education Programs web site, from http:
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Burke, M. D., Hagan, S. L., & Grossen, B. (1998). What curricular designs and
strategies accommodate diverse learners? Teaching Exceptional
Children, 30(7), 34-38.
Cole, C. & McLeskey, J. (1997). Secondary inclusion programs for students
with mild disabilities. Focus on Exceptional Children, 29, 1-15.
Grossen, B., Davis, B., Caros, J. Billups, L. (2000). Promoting success in
the general education curriculum for high school students with
disabilities: Instructional technology, media, and materials: A
review of the literature. Retrieved October 15, 2004, from The
Institute for Academic Access, Office of Special Education Programs
web site, from http://www.academicaccess.org/htmlfiles/reports/
Methods.pdf.
Larkin, M. J. & Elis, E. S. (1995). Adolescents with learning disabilities. In B. Y.
L. Wong (Ed.), Learning about learning disabilities. San Diego, CA:
Academic Press.
Mastropieri, A. M. & Scruggs, T. E. (2001). Promoting inclusion in secondary
classrooms. Learning Disability Quarterly, 24(4), 265-274.
, . (2000). :
. : .

10

 3 |

Rosenshine, B. (1995). Advances in research on instruction. Journal of

Educational Research, 88, 262-268
Swanson, L. H. (2001). Research on interventions for adolescents with
learning disabilities: A meta-analysis of outcomes related to
higher-order processing. The Elementary School Journal, 101(3),
331-348.
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education for students with learning disabilities? The Journal of
Special Education, 37(3), 140-147.
Weiner, H. M. (2003). Effective inclusion. Professional development in the
context of the classroom. Teaching Exceptional Children, 35(6),
12-18.

11

3.2.

(National Research Council, 2000).

,


(Wong, 1991, & ,
2001). , ,
,

(Botsas & Padeliadu, 2004, Wong, 1994). ,
(Englert, 1990,
Jacobs & Paris, 1987)
(Wong, 1985, &
, 2003).
,

, ,
(Meltzer, Roditi, Haynes, Rafter, Biddle, Paster &
Taber, 1996, Wong, 1998).
(Palincsar & Brown,
1984).
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12

 3 |

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14

 3 |

. :
(Direct Instruction)
(Direct Explanation)
(Cognitive Behavior
Modification)
(Intervention Strategies Model)
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Strategies
(Reciprocal Instruction)

3.2.3.1.
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15

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24

 3 |

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.
Ann L. Brown Annemarie S. Palincsar.
, ,

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, ,
.

,

28

 3 |

(Brown, 1985, Brown & Palincsar, 1985, 1986,
Palincsar, 1984, 1985, 1986, Palincsar & Brown, 1983, 1984, Palincsar,
Brown & Campione, 1989, Palincsar, Brown & Martin, 1987, Palincsar &
Klenk, 1991, 1992).

,

.
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.
Vygotsky
.

1. ,
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29

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(coach).
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 3 |

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32

 3 |

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Brown, A. & Palincsar, A. S. (1986). Guided cooperative learning and
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529.
Wong, B.Y.L. (1985). Metacognition and learning disabilities. In T. G. Waller,
D. Forrest Presssley & E. MacKinnon (Eds.), Metacognition,
cognition and human performance ( pp. 137 180). New York, NJ:
Academic Press.
Wong, B.Y.L. (1991). The relevance of metacognition to learning disabilities.
In B.Y.L. Wong (Ed.), Learning about learning disabilities (pp. 231
256). New York, NJ: Academic Press.
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strategies in students with learning disabilities. Learning Disability
Quarterly, 17, 110 120.
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directions in writing intervention research. In T. Scruggs & M.
Mastropieri (Eds.), Advances in learning and behavioral disabilities
(pp. 127-149). Greenwich, Connecticut: JAI Press.
, . & , . (2003).

. E. Mela Athanasopoulou
(Ed.), The 15th International Symposium of Theoretical and Applied
Linguistics selected papers (. 491 509). :
, .
, . & , . (2001).
. . & .
(.),
(. 128 141). : .

35

3.3. (Peer Tutoring)

, ,
.


.
,

(Cohen & Bettencourt, 1988).
(peer tutoring)
,

.
.

3.3.1. ;
- (Rogoff,
1990), Vygotsky (1978),
.
. ,

,
(scaffolding).

,
.

.

.

.
(King, 1998). ,
,

36

 3 |

()
,
(Brown & Palincsar, 1989)
, , .
-
,
,
(King, 1998).

3.3.2. ;


.
,
.

.
(..
),
.

.


,

.
,
(, 24
2 6 ).
,

(Maheady, Harper, & Mallette, 2003).

,

37

.
. (King-Sears &
Bradley, 1995, Fulk & King, 2001, Mastropieri, Scruggs, Mohler, Beranek,
Boon, Spencer, & Talbott, 2001):

(..
),
,
(.. ,
),
,
.

3.3.3. ;
,
, .
.
. ,
.
(
)
.
(flash cards),
(
2)
.
(..
) ,

(Fulk & King, 2001).
. ,
,

38

 3 |

.
,
,

..
(.. ),
.
,
.
.

.

. ,
(King-Sears & Bradley, 1995):

,


,

.
,
(..
. ,
)
o (Fulk & King, 1991).
. ,
15-30 .

.
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2

39

1 ).
.
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). ,
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.
,
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,
.


.
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:
,
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40

 3 |

,
.
.
(ArreagaMayer, 1998).
, .
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,

, .
,

,
.


.

(Jenkins & Lenkins, 1988).

3.3.4. ;

,
,
..,
(Kalkowski, 1995, Maheady, Harper, &
Mallette, 2003, Mastropieri & Scruggs, 2001).
.
, :
,
,


,
,

41

,
,
, ,

.
12 (Greenwood & Delquadri,
1995)

:
, , &
,

,
.


(KingSears & Bradley, 1995). , :

,
,
,
,

.

80% 98%
(Arreaga-Mayer, Terry, & Greenwood, 1998).


(Kalkowski, 1995),
(King-Sears & Bradley, 1995).

42

 3 |

.
,
,
. (Kalkowski, 1995).

3.3.5.
;
,
,
,

(4-6 , ). ,
,
(30 , ,
) (Arreaga-Mayer, Terry, & Greenwood, 1998).
, :

(.. ),
,

( ).

,
,
.

.
,
.

.
,
..,

43

,
(Brewer, Reid, & Rhine, 2003).


, ,
. :

, ,
,
(Kalkowski, 1995).

3.3.6.
(Cross Age Tutoring);


.

( 5
100 75% ),

.
..
,
,
. , ,
,
(Fisher, 2001).



, ,
(Elbraum, Vaughn, Hughes & Watson, 1999).
.. .
,

44

 3 |

.

(Cohen & Bettencourt, 1988). ,
, ..
, ,
, .
-
2
..,
.

3.3.7.


Mastropieri, Scruggs,
Mohler, Beranek, Spencer, Boon, & Talbot (2001)
.
Mastropieri et al., (2001) ,
5 .
.


. , 20
1 ( )
20 ( ), 1

11, #2 #12 ...


(.. ).
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): ) ,
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45

( 1).
.
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),

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5
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).

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,
:
.

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5
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.
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46

 3 |

;
5
.
. ,
,
.
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.

3.3.8.
Miller, Barbetta,
Drevno, Martz & Heron (1996) :
,
.

.
.
,
, , .
.
, .
.

.
30 ,
20 10 ,
.
. , 2 3
,

47

.
,
,
,
,
.

.
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) .
10
.
.
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10 .
,
2.


.
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-. ( ) .
,
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(). ,

48

 3 |

, ().
.
,
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10 , 10
.
.
.


.
.
.
. 7
, .
.
10
. 3
.

.

. , ,

. , ,
, ,
.
, ,
.

.

49

3.3.9.
(Cross-age tutoring): M
.

Fisher (2001).

,
.
,
,
.
,
.

. :
1 ( ):
.

,
.
..

.
2 ( ):

.
, .
5
.
3 ( ): ()
(2-4 ). ,
,
.

50

 3 |

4 ( ):
.
5 ( ).

.
, ,
.
,
.



.

1. .
:
;
;
;
;
;
2. .
.
.
3.
,
.

51

4. .
/ ; .
.
5. .
6. .

3.3.10.
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school students with learning disabilities: practical academic
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Arreaga-Mayer C. (1998). Increasing active student responding and
improving academic performance through class-wide peer
tutoring. Intervention in School & Clinic, 34(2), 89-94.
Arreaga-Mayer, C., Terry, B., & Greenwood, C. (1998). Class-wide peer
tutoring. In S. Ehly & . Topping (Eds.), Peer-assisted learnin. (pp.
105-119). Mahwah, NJ: Lawrence Erlbaum Associates.
Brewer, R. D., Reid, M. S., & Rhine, B. G. (2003). Peer coaching: students
teaching to learn. Intervention in School and Clinic. 39(2), 13-26.
Brown, A. L. & Palincsar, A. S. (1989). Guided, cooperative learning and
individual knowledge acquisition. In L. B. Resnick (Ed.), Knowing,
learning, and instruction: Essays in honor of Robert Glaser.
Hillsdale, NJ: Lawrence Erlbaum Associates.
Cohen S. & Bettencourt L. (1988). Teaching children to be independent
learners: A step-by-step strategy. In E. Meyer, G. Vergason. & R.
Whelan (Eds), Effective instructional strategies for exceptional

52

 3 |

children. Denver, Colorado: Love Publishing Company.

Elbaum B., Vaughn S., Hughes ., Watson M. (1999). Grouping practices
and reading outcomes for students with disabilities. Exceptional
Children, 65(3), 399-415.
Fisher, D. (2001). Cross-age peer tutoring: alternatives to the reading
resource room for struggling adolescent readers. Journal of
Instructional Psychology, 28, 234-240.
Fulk, B. & King, K. (2001). Class-wide peer tutoring at work. Teaching
Exceptional Children, 34(2), 49-53.
Greenwood, C. R. & Delquadri, J. (1995). Class wide peer tutoring and the
prevention of school failure. Preventing School Failure, 39(4), 2125.
Jenkins J. & Lenkins L. (1988). Peer tutoring in elementary and secondary
programs. In E. Meyer, G. Vergason & R. Whelan (Eds), Effective
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Love Publishing Company.
Kalkowski, P. (1995). Peer and cross-age tutoring. Retrieved on October 10,
2004 from the Northwest Regional Educational Laboratory, School
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Heterogeneous instruction in general education classrooms.
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53

Mastropieri, M. & Scruggs, T. (2001). Promoting inclusion in secondary

classrooms. Learning Disability Quarterly, 24(4), 265-74.
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V., & Talbott, E. (2001). Can middle school students with serious
reading difficulties help each other and learn anything? Learning
Disabilities Research & Practice, 16, 18-27.
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tutoring for students with specific learning disabilities. LD Forum,
21(3), 21-28.
Rogoff, B. (1990). Apprenticeship in thinking: Cognitive development in
social contexts. New York: Oxford University Press.
Vygotsky, L. (1978). Mind in society. Cambridge, MA: Harvard University
Press.

54

 3 |

3.3.11.
1:

:

.
4
.
.
(!).


( _________________).

.

.
:
5 .
.
.
.

:
;
.
.
:
;
.
.
:
;
10 .
: .
.
.
.
.

55

2:
.

( )
( )
S = n/2(a+b)
S
n= 9, a=2, b=22

( )
0,25

( )

S= 9/2 (2+22)
S= 4,5 (24)
S = 100

( )
;
( ).
2 5;
( / )

; ;
(25%, 14)

( )
.

.

56

 3 |

3.4.
3.4.1. ;

,
, ,

. (Zigmond & Magiera, 2001).
,

.
, ,
(..)

.
.



. .


. ,
.. ,
,
.

3.4.2. ;

(Bauwens & Hourcade, 1997, Boudah,, Schumacher, & Deshler, 1997,
Zigmond & Magiera, 2001),
,

57

.
.
(team teaching).

.
, ,

. , ,

, ,

.
(station teaching).

, .
,


.
.

.
(parallel teaching).
,
.

.
,
.


,
(Bauwens & Hourcade, 1997). ,

58

 3 |

,
.
(alternative teaching).
, .
, ,
,
.
(complementary instruction).


, ,
. , ,
,

.
(one teaching/one assisting).
,

.
(Gately &
Gately, 2001). ( )
, (
) ,

.

3.4.3.
;

(Keefe & Moore, 2004),

59

.

,
,

.


.

.

.

, ,

,
,
.

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.
( )


.


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.

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.

60

 3 |

.
,
,
(Gately & Gately, 2001).

,
.


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, ,
..,
.
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( )

.. .

, .


(Keefe & Moore, 2004). ,

,


. ,

.



.

61

.
.

,

. , ,

(Austin, 2001,
Keefe & Moore, 2004).
.


,

(Murawski & Dieker, 2004).
.
.



(Keefe & Moore, 2004)
(Austin, 2001).

3.4.4. ..;
,
.


( Bauwens & Hourcade,
1997, Keefe, Moore, & Duff., 2004, Murawski & Dieker, 2004). ,

62

 3 |

..
,
(Mastropieri & Scruggs, 2001, Weiss, 2004).
,
Murawski Swanson (2001)
.
,
.

.. (Murawski & Swanson, 2001),
..
(Boudah,, et al., 1997).



,
.


.
(Boudah, et al., 1997, Weiss, 2004)


, ,
..

.

63

3.4.5.
Austin, V. L. (2001). Teachers beliefs about co-teaching. Remedial and
Special Education, 22, 245-255.
Bauwens, J. & Hourcade, J. J. (1997). Cooperative teaching: Pictures of
possibilities. Intervention in School and Clinic, 31, 81-85.
Boudah, D. J., Schumacher, J. B., Deshler, D. D. (1997). Collaborative
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Gately, S. E. & Gately, F. J. (2001). Understanding co-teaching components.
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Keefe, E. B. & Moore, V. (2004). The challenge of co-teaching in inclusive
classrooms at the high school level: What the teachers told us.
American Secondary Education, 32(3), 77-88.
Keefe, E. B. & Moore, V., & Duff, F. (2004). The four knows of collaborative
teaching. Teaching Exceptional Children, 36(5), 36-41.
Mastropieri, M. A. & Scruggs, T. E. (2001). Promoting inclusion in secondary
classrooms. Learning Disability Quarterly, 24(4), 265-275.
Murawski, W. W. & Dieker, L. A. (2004). Tips and strategies for co-teaching at
the secondary level. Teaching Exceptional Children, 36(5), 52-58.
Murawski, W. W. & Swanson, L. H. (2001). A meta-analysis of co-teaching
research. Where are the data? Remedial and Special Education,
22(5), 258-267.
Weiss, M. P. (2004). Co-teaching in the schoolhouse: More questions than
answers. Journal of Learning Disabilities, 37(3), 218-223.
Zigmond, N. & Magiera, K. (2001). Co-teaching. Current Practice Alert,
6. Retrieved on October 10, 2004 from the Division for Learning
Disabilities (DLD) and Division for Research (DR) of the Council for
Exceptional Children web site: www://teachingld.org/pdf/Alert6/
pdf

64

 3 |

3.4.6.
1:

( The four knows of collaborative teaching, . 39, E. B. Keefe, V. Moore,

& F. Duff, 2004, Teaching Exceptional Children, 36(5), 36-41.)

.
:

(, , , ):

65

2:

( Understanding teaching components, . 45-56, S. E. Gately & F. J.
Gately, Jr., 2001, Teaching Exceptional Children, 33(4), 40-47.)

. (1 = , 2 = , 3 = )
1.
2.
3.
4.

.
.
. . .

.
5. .
6. .
7. .
8.
.
9. .
10. .
11. .
12. .
13. .
14. .
15. .
16. .
17.
.
18.
.
19. ,
.
20. .

66

1
1
1
1

2
2
2
2

3
3
3
3

1
1
1
1

2
2
2
2

3
3
3
3

1
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1
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1

2
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3
3
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3
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3
3

1 2 3
1 2 3
1 2 3

 3 |

3. 5.
3.5.1. ;


.
( )
( ).


(..)
(Tarver, 1999).


,
.
..,
,

,
.

, ,


, (Gagne,
1977).
,
.

.

,

.

67

3.5.2. ;

,
.


.
,
(Rosenshine & Stevens, 1986,
Slavin, 1997):
1. .


.
2. . ,
. , , (advance organizer)
,
.
3. . , ,
. ,


,
. : , ,

. -

68

 3 |

.

. ,
, ,
.
4. .
,
. ,

.
5. .
, , ,
,
.
6. .
,
,
, . , ,
.
7. .
,
.
,

. ,
(Slavin, 1997).

69

3.5.3. ;



(Tarver, 1999).

, ,
, .

(Forness, Kavale, Blum, Lloyd
(1997).
, ,
,

.

,
(Poplin, Wiest, & Thorson, 1996).
, ,


.

70

 3 |

3.5.4.

Gagne, R. (1977). The conditions of learning and theory of instruction (3rd

ed.). New York: Holt, Rinehart and Winston.
Forness, S. R., Kavale, K. A., Blum, I. M., & Lloyd, J. W. (1997). Mega-analysis
of meta-analyses: What works in special education. Teaching
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issues confronting special education. Divergent perspectives.
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(Ed.), Handbook of research on teaching (3rd ed.). New York:
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Slavin, R. E. (1997). Educational psychology: Theory and practice (5th ed.).
Needham heights, MA: Allyn and Bacon.
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2. Retrieved on October 10, 2004 from the Division for Learning
Disabilities (DLD) and Division for Research (DR) of the Council for
Exceptional Children web site: www://teachingld.org/pdf/Alert2/
pdf

71

3.6.
M
3.6.1.
;


. ,
,
.

,
(Cooper, 2001, Forster, 2000).

, .

,
(Cooper & Nye, 1994, Polloway
Foley & Epstein,1992).
:

,
,
, , , ,

,


.
:
,
,
,

72

 3 |

,
, ,
,
.

( ...
) 1
2-2,5 .

,
. ,

. ,
,
3
4..
(World
Health Organization, 2004) 35 , ...
,

(11, 13 & 15 ).
77% 55% 13
, 3 .

3.6.2.
;

,
,
. ..
,
.
, ,

73

.
,
, ,

.
..
,
,
.
,
. , .. (Bryan
& Nelson, 1994, Bryan & Sullivan-Burstein, 1997, Bryan, Burstein, & Bryan,
2001, Gajria & Salend, 1995, Nicholls, McKenzie, & Shufro, 1994):
,
,
,

,
,
,

,
,

,
.
..
(Bryan et al, 2001, Dudley - arling, 2003, Epstein, Foley & Polloway, 1995,
Gajria & Salend, 1995, Polloway et al.,1992):
,
,
,
,

74

 3 |

,
,
.

()
.


(Zimmerman, 1998)
,
,
.
,
, . (Cooper
& Nye, 1994, Epstein et al., 1995, Gajria & Salend 1995, Patton 1994).

.

; (Deslandes, Lecrec, Potvin & Rover , 1999).

,
.. (Bryan & Sullivan
- Berstein, 1997). ,


.

75

3.6.3.

;


.

:


..
(
70%-80% ).

.

.

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, ,
).

.

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o (
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76

 3 |

o
o
o
o

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,
,


o .

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).

.

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.


(Cooper & Nye, 1994, Gajria & Salend, 1995):
.
(.. ,
).
.
.
.
-.

.

.

77

. ..
,
(Hoover & Patton, 1995).
:
,
,
,
,

,
,
,
.

. ,

.

(Epstein,
Polloway, Foley & Patton, 1993) .

.
(Polloway
et al., 1992).
, ..
,
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Duhaney, & Gottschalk, 2004).
,
, , ,

78

 3 |

,
, ..
,

.
.


..
, . (Bryan
et al., 2001) , ,
..

.
. ,

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..,

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.

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,
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.

79

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..,
,
,
(Bryan et al., 2001).

,
.
, ,
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.
.

80

 3 |

3.6.4.

Bryan, T. & Nelson C. (1994). Doing homework: Perspectives of elementary

and junior high school students. Journal of learning disabilities,
27(8), 488-499.
Bryan, T., Sullivan-Burstein, K. (1997). Homework how-tos. Teaching
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Bryan, T., Burstein, K., Bryan, J. (2001). Students With Learning Disabilities:
Homework Problems and Promising Practices. Educational
Psychologist, 36(3), 167-180
Cooper, H. (2001). The battle over homework: Common ground for
administrators, teachers, and parents. Thousand Oaks, CA: Corwin
Press.
Cooper, H. & Nye, B. (1994). Homework for students with learning
disabilities: The implications of research for policy and practice.
Journal of Learning Disabilities, 27(8), 470-479.
Deslandes, R., Leclerc, D., Potvin, P., Royer, E. (1999). Patterns of home and
school partnership for general and special education students at
the secondary level. Exceptional Children, 65(4), 496-506.
Dudley-Marling, C. (2003). How school troubles come home: The impact
of homework on families of struggling learners. Current Issues in
Education, 6(4). Retrieved July 2, 2004 from: http://cie.ed.asu.edu/
volume6/ number4/
Epstein, M. H., Polloway, E. A., Foley, R. M., & Patton J. R. (1993). Homework:
A comparison of teachers and parents perceptions of the problems
experienced by students identified as having behavioral disorders,
learning disabilities, or no disabilities. Remedial and Special
Education, 14(5), 40-49.
Epstein, M. H., Foley, R. M., & Polloway, E. A. (1995). Homework problems: A
comparison of students identified as behaviorally disordered with

81

nonhandicapped students. Preventing School Failure, 40, 14-19.

Forster, K. (2000). Homework: A bridge too far? Issues in Educational
Research, 10(1), 21-37.
Gajria, M. & Salend, S. (1995). Homework practices of students with and
without learning disabilities: A comparison. Journal of Learning
Disabilities, 28(5), 291-299.
Hoover J. J. & Patton J. R. (1995). Teaching students with learning problems
to use study skills: A teachers guide. Austin, TX: Pro-ed.
Nicholls, J., McKenzie, M. & Shufro, J. (1994). Schoolwork, homework,
lifes work: The experience of students with and without learning
disabilities. Journal of Learning Disabilities, 27, 562-569.
Patton, J. R. (1994). Practical recommendations for using homework with
students with learning disabilities. Journal of Learning Disabilities,
27(7), 570-578.
Polloway E. A., Foley R. M., & Epstein M. H. (1992). A comparison of the
homework problems of students with learning disabilities and
nonhandicapped students. Learning Disabilities Research &
Practice, 7, 203-209.
Salend, S., Anderson, D., Duhaney, D., & Gottschalk, C. (2004). Using the
internet to improve homework communication and completion.
Teaching Exceptional Children, 36(3), 64-73.
Zimmerman, B. (1998). Developing self-fulfilling cycles of academic
regulation: An analysis of exemplary instructional models. In D.
Schunk & B. Zimmerman (Eds.), Self-regulated learning: From
teaching to self-reflective practice. New York: The Guilford Press.
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behaviour in school-aged children (HBSC) study: international
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http://www.euro.who.int/eprise/main/who/informationsources/
publications/catalogue/20040518_1

82

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3.7.4.

Bos, C. S. & Vaughn, S. (1988). Strategies for teaching students whit learning
and behavior problems. Needhan Heights, MA: Allyn and Bacon.
Boyle, J. (2001) Enhancing the note-taking skills of students with mild
disabilities. Intervention in School & Clinic, 36(4), 221-224.
Gettinger, M. & Seibert, J. (2002). Contributions of study skills to academic
competence. School Psychology Review, 31(3), 350-365.
Hoover J. J. & Patton J. R. (1995). Teaching students with learning problems
to use study skills: A teachers guide. Austin, TX: Pro-ed.
Hughes, C., & Schumaker, J. (1991). Test-taking strategy instruction for
adolescents with learning disabilities. Exceptionality, 2(4), 205221.
Kiewra, K. A. & Dubois, N. F. (1998). Learning to learn: Making the transition
from student to life-long learner. Needhan Heights, MA: Allyn and
Bacon.
Larkin, M. J. & Elis, E. S. (1995). Adolescents with learning disabilities. In B.
Y. L. Wong (Ed.), Learning about learning disabilities (2nd ed.). San
Diego, CA: Academic Press.
Strichart, S. S. & Mangrum, C. T. (2002). Teaching learning strategies and
study skills to students with learning disabilities, attention deficit
disorders, or special needs (3rd ed.). Boston: Allyn and Bacon.
Polloway, E. A., Patton, J. R. & Serna, L. (2001). Strategies for teaching
learners with special needs. (7th ed.). Upper Saddle River, NJ:
Prentice Hall.
Reid, K. & Hresko, W. (1988). Independent study skills. D. . Reid
(Ed.), Teaching the learning disabled: A cognitive developmental
approach. Boston: Allyn & Bacon.

94

 3 |

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