Abstract:
This study examined how a Classroom Communication System (CCS) influenced the student
learning process and the experiences of the teacher as she used the CCS for teaching science to
eighth-grade special education students in a rural central Georgia middle school. The
interventions included staff development and model lessons to assist the teacher in effectively
using the tool in the classroom. The results indicated that students were more engaged in
learning when the CCS was utilized, while the teacher believed that the CCS positively impacted
her teaching.