Despite the recognized benefit of social studies instruction, emphasis on this subject has decreased over time, and has ultimately been termed a “dispensable subject.” Social studies is an even more marginalized subject area for students with disabilities. Graphic novels (GNs) are a popular independent reading choice for both children and adults; however, only recently have GNs started appearing as instructional materials in classrooms. Using an Alternating Treatment Design (ATD), the purpose of this study was to investigate any potential differences in student outcomes (i.e., social studies content acquisition and student engagement) when using GN or traditional adapted informational text (TAIT) to teach economics concepts to high school students with extensive support needs (ESN). Another purpose of this study was to understand both classroom teachers’ and students’ perceptions of the use of GNs to teach social studies content. While this study did not demonstrate clear and consistent separation of the two conditions, there were points at which GNs appear to be associated with higher engagement and content acquisition. Another finding of this study, although not addressed as a specific research question, was that text preference appeared to predict both engagement and content acquisition.

中文翻译：

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使用图画小说向具有广泛支持需求的高中生教授经济学内容


尽管社会研究教学的好处已得到认可，但随着时间的推移，对这门学科的重视程度有所下降，最终被称为“可有可无的科目”。对于残疾学生来说，社会研究是一个更加边缘化的学科领域。图画小说 （GNs） 是儿童和成人都喜欢的独立阅读选择;然而，直到最近，GN 才开始作为教学材料出现在课堂上。本研究使用交替治疗设计 （ATD），目的是调查在使用 GN 或传统改编信息文本 （TAIT） 向具有广泛支持需求 （ESN） 的高中生教授经济学概念时，学生成绩（即社会研究内容获取和学生参与度）的任何潜在差异。本研究的另一个目的是了解课堂教师和学生对使用 GN 教授社会研究内容的看法。虽然这项研究没有证明这两种情况的明确和一致的分离，但在某些点上，GN 似乎与更高的参与度和内容获取有关。这项研究的另一个发现，虽然没有作为一个具体的研究问题来解决，但文本偏好似乎可以预测参与度和内容获取。