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Sechaba
Sechaba asks:
Q:

what is partial participation in a classroom

In Topics: Motivation and achievement at school
> 60 days ago

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Expert

BarbK
Mar 6, 2011
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What the Expert Says:

Can you please give us a little more information so we can best answer your question?  Was this a statement on the report card or said during a teacher/parent conference?  What grade level or subject area was this stated?

If I had to guess, it could mean that the student wasn't participating as much as the teacher would like.  For example, if the student is sitting a conversational French class where participation is necessary.

So if you can give us the context in which this term was used, we can probably give you a better response.

Thanks,
Barb K
www.LessonPop.com

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Additional Answers (2)

Karenmom
Karenmom writes:
Hi,
I found this link that may answer your question.  Hope it helps!

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ProfCuccia
ProfCuccia writes:
"Partial participation (Baumgart, et al., 1982) is another strategy for adjusting curriculum to facilitate the educational inclusion of students with severe disabilities . Partial participation, also known as multi-level instruction (Falvey, Givner, & Kimm, 1996), consists of allowing a student with a disability to participate in the same projects and instructional activities as the rest of their class, with specific modifications to the activity so that it suits a student's specific abilities and needs (Baumgart, et al., 1982; Falvey, et al., 1996)." (http://aim.cast.org/learn/historyarchive/backgroundpapers/promise_of_udl/what_curricula).

In essence, the partial participation strategy is based upon the notion that all students can learn. As such, all students should be included all activities irrespective of the fact that they may not be able to do it independently. Baumgart, D. & Brown, L., et al. (1982) The Journal of the Association for Persons with Severe Handicaps, 7, 17-27.

"Partial Participation

      Adapting the extent to which children participate in an activity or the ways that the child participates in an activity. Dawson who is not able to throw the dice or grasp and release his token while playing a board game, participates in the game by knocking the dice off his wheelchair tray and then telling his partner how many spaces to move his token." P. Winton, J. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources. Zero to Three Press. Copyright © 2008 by ZERO TO THREE.

Regards

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