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Impact of inclusion supports for stu...

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Impact of inclusion supports for students with disabilities on state accountability measures within California school districts.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Impact of inclusion supports for students with disabilities on state accountability measures within California school districts./
Author:	Giometti-May, Camille.
Description:	108 p.
Notes:	Adviser: Robert Haussmann.
Contained By:	Dissertation Abstracts International70-01B.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3346719
ISBN:	9781109012408

Impact of inclusion supports for students with disabilities on state accountability measures within California school districts.
Giometti-May, Camille.

Impact of inclusion supports for students with disabilities on state accountability measures within California school districts. - 108 p.

Adviser: Robert Haussmann.

Thesis (Ph.D.)--Northcentral University, 2009.

Today's school districts face challenges posed by regulations, mandates, and students with varying learning abilities. With regard to State and Federal accountability, the statutes do not differentiate the general education student from the students with learning disabilities; they merely define testing accommodations. Every student must have access to the core curriculum to gain educational progress as related for state accountability. Inclusion with supports in the general education classroom provides the means whereby students with disabilities have access to the core curriculum. This was a correlational study which included two dependent variables, the California Standards Test English-Language Arts and Mathematics, which are statewide accountability measures. The findings were based on the data of 278 school sites collected over three years. The CST is a standardized achievement test that has been aligned with the instructional content standards. The results for each elementary school site included in this study were retrieved from the posted results from the public domain Web site maintained by the California Department of Education. CST scores were sampled for the academic years 2003-04, 2004-05, and 2005-06. Students with disabilities who were included in general education had a "time in" mean of 72.42% (SD=16.93). The findings indicated a significant correlation between the time students with disabilities spent in general education classes and their English-Language Arts CST scores (r = .376, p < .01). A significant correlation was also found between the amount of time students with disabilities spent in general education classes and their Mathematics CST score (r = .386, p < .01).

ISBN: 9781109012408Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Impact of inclusion supports for students with disabilities on state accountability measures within California school districts.
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502 $a Thesis (Ph.D.)--Northcentral University, 2009.
520 $a Today's school districts face challenges posed by regulations, mandates, and students with varying learning abilities. With regard to State and Federal accountability, the statutes do not differentiate the general education student from the students with learning disabilities; they merely define testing accommodations. Every student must have access to the core curriculum to gain educational progress as related for state accountability. Inclusion with supports in the general education classroom provides the means whereby students with disabilities have access to the core curriculum. This was a correlational study which included two dependent variables, the California Standards Test English-Language Arts and Mathematics, which are statewide accountability measures. The findings were based on the data of 278 school sites collected over three years. The CST is a standardized achievement test that has been aligned with the instructional content standards. The results for each elementary school site included in this study were retrieved from the posted results from the public domain Web site maintained by the California Department of Education. CST scores were sampled for the academic years 2003-04, 2004-05, and 2005-06. Students with disabilities who were included in general education had a "time in" mean of 72.42% (SD=16.93). The findings indicated a significant correlation between the time students with disabilities spent in general education classes and their English-Language Arts CST scores (r = .376, p < .01). A significant correlation was also found between the amount of time students with disabilities spent in general education classes and their Mathematics CST score (r = .386, p < .01).
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