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Assessment for Effective Intervention
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Teaching Law Concepts Within Mainstreamed Middle School Social Studies Settings

Keith Hollenbeck

University of Oregon

Gerald Tindal

University of Oregon

Reports of increased juvenile crime rates abound, and arrest rates among adolescents are also growing. Tragically, adolescents with learning disabilities account for a sizable portion of those disturbing statistics. Because many adolescents, including those with learning disabilities, do not anticipate future consequences of their misconduct, this descriptive study proactively sought to teach mainstreamed classrooms of sixth graders about Oregon law to counteract this lack of knowledge. Students' learning in the areas of criminal and civil law was the focus. Emphasis was on wanting to know more than just what laws and statutes students could memorize; rather, interest was on the students' ability to perform legal problem solving. The generalized research question was: Will the performance of general education, Title I, talented and gifted, and learning-disabled sixth grade students assessed by multiple choice tasks and by extended essay tasks differ on the concepts of law, juvenile law, civil law, and criminal law? At the end of approximately three weeks, students were given a facts test along with several problem-solving tasks. Results showed that the four groups differed significantly on declarative knowledge tasks, but not on procedural and conditional knowledge tasks. These outcomes are congruent with prior research findings and further support the collaborative conceptual teaching model.

Assessment for Effective Intervention, Vol. 21, No. 4, 37-58 (1996)
DOI: 10.1177/073724779602100403
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