The Implications of Mastery Learning for Special Education Learning Disabled and Emotionally Impaired Students and Teachers

Author

Debra S. Brink, Grand Valley State University

Date Approved

Summer 1997

Graduate Degree Type

Thesis

Degree Name

Education (M.Ed.)

Degree Program

College of Education

Abstract

This study was done to investigate an approach to teaching and learning that would provide more appropriate instruction for teachers and individualized help for learning disabled and emotionally impaired students. Mastery Learning has been implemented in many programs for a number of years. It has proven to be an effective approach used in general education . Our curriculum committee wanted to investigate the possibility of implementing Mastery Learning into our special education school program. Staff members overwhelmingly agreed that Mastery Learning should be a challenge to pursue beginning in the summer of 1997. Guidelines as to background information, the components involving Mastery Learning, the advantages and disadvantages, as well as the implications will be very helpful in the future in developing a Mastery Learning program.

Comments

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ScholarWorks Citation

Brink, Debra S., "The Implications of Mastery Learning for Special Education Learning Disabled and Emotionally Impaired Students and Teachers" (1997). Masters Theses. 432.
https://scholarworks.gvsu.edu/theses/432