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HomeworkA Comparison of Teachers' and Parents' Perceptions of the Problems Experienced by Students Identified as Having Behavioral Disorders, Learning Disabilities, or Mo Disabilities
Michael H. Epstein, EdD
Michael H. Epstein, EdD, is a professor of special education at Northern Illinois University. His research interests are in the areas of adolescents with behavior disorders, academic functioning, and interagency collaboration.
Edward A. Polloway, EdD
Edward A. Polloway EdD, is a professor of special education at Lynchberg College. He is the coauthor of four text books related to instructional methodology for children and adolescents and has published a variety of articles focusing on various aspects of curriculum and methodology for exceptional learners.
Regina M. Foley, EdD
Regina M. Foley, EdD, is an assistant professor of special education at Southern Illinois University. Her research interests focus on behavior and learning problems of students with mild handicaps.
James R. Patton, EdD
James R. Patton, EdD, is an adjunct professor at the University of Texas and a textbook consultant at PRO-ED publishers. His interests focus on curriculum development and issues related to teaching students with special needs. Address: Michael H. Epstein, Special Education, Northern Illinois University, DeKalb, IL 60115.
With the significant attention given to the American educational system by national commissions and reports in the 1980s, a variety of practices have come under review. One such practice is the role of homework in the curriculum. Findings that American students at the secondary level generally spend less than 1 hour per day on homework, combined with empirical data suggestive of the positive effects of homework in achievement, have given rise to increased commitment to the assignment of homework. However, scant attention has been given to the effect of this trend on students with disabilities. The purpose of this study was to determine the homework problems experienced by students identified as having either learning disabilities or behavioral disorders as compared to an age-matched sample of students in general education. An analysis of data from both teacher and parent ratings on the Homework Problem Checklist indicated that more significant problems were found for both of the groups of students with disabilities. Post hoc analyses revealed that the students with behavioral disorders had the most pronounced difficulties. The discussion focuses at length on the implications of these findings for educational interventions.
Remedial and Special Education, Vol. 14, No. 5,
40-50 (1993)
DOI: 10.1177/074193259301400507
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