Five Homework Strategies for Teaching Students with Disabilities (continued)

Recommended ways that teachers can improve communications with parents include: 

• Encourage students to keep assignment books. 

• Provide a list of suggestions on how parents might assist with homework. For example, ask parents to check with their children about homework daily. 

• Provide parents with frequent written communication about homework (e.g., progress reports, notes, letters, forms). 

• Share information with other teachers regarding student strengths and needs and necessary accommodations. 

Ways that administrators can support teachers in improving communications include: 

• Supply teachers with the technology needed to aid communication (e.g., telephone answering systems, e-mail, homework hotlines). 

• Provide incentives for teachers to participate in face-to- face meetings with parents (e.g., release time, compensation). 

• Suggest that the school district offer after school and/or peer tutoring sessions to give students extra help with homework. 

Summary

The five strategies to help students with disabilities get the most from their homework are: 

1. Give clear and appropriate assignments. 
2. Make accommodations in homework assignments. 
3. Teach study skills. 
4. Use a homework planner. 
5. Ensure clear home/school communication. 

Resources

Bryan, T., Nelson, C., & Mathur, S. (1995). Homework: A survey of primary students in regular, resource, and self-contained special education classrooms. Learning Disabilities Research & Practice, 10(2), 85-90. 

Bryan, T., & Sullivan-Burstein, K. (1997). Homework how-to's. TEACHING Exceptional Children, 29(6), 32-37. 

Epstein, M., Munk, D., Bursuck, W., Polloway, E., & Jayanthi, M. (1999). Strategies for improving home-school communication about homework for students with disabilities. The Journal of Special Education, 33(3), 166-176. 

Jayanthi, M., Bursuck, W., Epstein, M., & Polloway, E. (1997). Strategies for successful homework. TEACHING Exceptional Children, 30(1), 4-7. 

Jayanthi, M., Sawyer, V., Nelson, J., Bursuck, W., & Epstein, M. (1995). Recommendations for homework-communication problems: From parents, classroom teachers, and special education teachers. Remedial and Special Education, 16(4), 212-225. 

Klinger, J., & Vaughn, S. (1999). Students' perceptions of instruction in inclusion classrooms: Implications for students with learning disabilities. Exceptional Children, 66(1), 23-37. 

Polloway, E., Bursuck, W., Jayanthi, M., Epstein, M., & Nelson, J. (1996). Treatment acceptability: Determining appropriate interventions within inclusive classrooms. Intervention In School and Clinic, 31(3), 133-144.