Teaching for historical understanding in inclusive classrooms

Fifth-grade students with and without mild disabilities participated in an eight-week project-based, technology-supported investigation about the 19th century westward expansion in the United States. A narrative framework was used to organize and support students' understanding of the experiences of three emigrant groups. During their investigations, students analyzed primary and secondary sources to understand the experiences of these emigrants. The analysis of these sources was preceded by teacher-led discussions about the possibility of bias in evidence that affects the trustworthiness of historical documentation. Students designed a multimedia presentation about the experiences of one emigrant group and presented their work to their peers and parents. Quantitative analyses showed that these investigations were associated with gains in students' knowledge about the period of westward expansion, a better understanding of historical content and historical inquiry, and improvements in their self-efficacy as learners. The gains in knowledge and understanding of historical content for students with learning disabilities (LD) were not generally as large as those for their nondisabled peers, but both groups showed comparable gains in their self-efficacy as learners and their understanding of historical inquiry. Qualitative observations documented some of the challenges faced by teachers and students in meeting the demands of rigorous curriculum in addition to some of the opportunities afforded for all students by this project-based investigation. The implications of our findings for improving the historical understanding of students with LD are discussed.