東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Comparison of students with learning...

Birdwell, Barbara Jeanine Risken.

Linked to FindBook

Google Book

Amazon

博客來

Comparison of students with learning disabilities based on instructional arrangements.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Comparison of students with learning disabilities based on instructional arrangements./
Author:	Birdwell, Barbara Jeanine Risken.
Description:	110 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
Contained By:	Dissertation Abstracts International77-02A(E).
Subject:	Special education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724652
ISBN:	9781339082516

Comparison of students with learning disabilities based on instructional arrangements.
Birdwell, Barbara Jeanine Risken.

Comparison of students with learning disabilities based on instructional arrangements. - 110 p.

Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.

Thesis (Ed.D.)--Texas A&M University - Kingsville, 2015.

Instruction of students with specific learning disabilities presents unique challenges to school districts. Federal legislation such as No Child Left Behind has placed greater emphasis on district accountability for student achievement, particularly sub populations like special education students. Different instructional models are used by districts throughout the South Texas region and may have significant implications for student achievement. This concurrent triangulation mixed methods study sought to determine if a significant difference existed among students with specific learning disabilities educated in inclusive settings and resource settings, as measured by 9th grade State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) exams in reading and math. The researcher concurrently conducted open-ended, semi-structured interviews with high school principals and lead special education personnel in 4A and larger South Texas district to gain further insight into successful and unsuccessful inclusive practices. An ANCOVA was conducted and quantitative findings indicate no significant differences in assessment scores between students with learning disabilities who received resource services and students with learning disabilities who did not receive resource services. Qualitative analysis revealed the themes of relationships, individualized programs, time, staff and training. Respondents emphasized the importance of building relationships between inclusion and general education teachers, as well as between teachers and students. They also indicated a need for individualized services to meet the unique needs of each student. Time, staff and training were identified as factors affecting the successful implementation of inclusion services. Districts need to schedule time for planning and collaboration among teachers. Districts must also have enough staff to provide the needed services, whether it be resource or inclusion. Training was recommended for all teachers.

ISBN: 9781339082516Subjects--Topical Terms:

516693
Special education.

Comparison of students with learning disabilities based on instructional arrangements.
LDR:02927nmm a2200289 4500 001 2071561
005 20160707145657.5
008 170521s2015 ||||||||||||||||| ||eng d
020 $a 9781339082516
035 $a (MiAaPQ)AAI3724652
035 $a AAI3724652
040 $a MiAaPQ $c MiAaPQ
100 1 $a Birdwell, Barbara Jeanine Risken. $3 3186710
245 1 0 $a Comparison of students with learning disabilities based on instructional arrangements.
300 $a 110 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-02(E), Section: A.
500 $a Adviser: Lori Kupczynski.
502 $a Thesis (Ed.D.)--Texas A&M University - Kingsville, 2015.
520 $a Instruction of students with specific learning disabilities presents unique challenges to school districts. Federal legislation such as No Child Left Behind has placed greater emphasis on district accountability for student achievement, particularly sub populations like special education students. Different instructional models are used by districts throughout the South Texas region and may have significant implications for student achievement. This concurrent triangulation mixed methods study sought to determine if a significant difference existed among students with specific learning disabilities educated in inclusive settings and resource settings, as measured by 9th grade State of Texas Assessment of Academic Readiness (STAAR) End of Course (EOC) exams in reading and math. The researcher concurrently conducted open-ended, semi-structured interviews with high school principals and lead special education personnel in 4A and larger South Texas district to gain further insight into successful and unsuccessful inclusive practices. An ANCOVA was conducted and quantitative findings indicate no significant differences in assessment scores between students with learning disabilities who received resource services and students with learning disabilities who did not receive resource services. Qualitative analysis revealed the themes of relationships, individualized programs, time, staff and training. Respondents emphasized the importance of building relationships between inclusion and general education teachers, as well as between teachers and students. They also indicated a need for individualized services to meet the unique needs of each student. Time, staff and training were identified as factors affecting the successful implementation of inclusion services. Districts need to schedule time for planning and collaboration among teachers. Districts must also have enough staff to provide the needed services, whether it be resource or inclusion. Training was recommended for all teachers.
590 $a School code: 1187.
650 4 $a Special education. $3 516693
650 4 $a Secondary education. $3 2122779
650 4 $a Instructional design. $3 3172279
690 $a 0529
690 $a 0533
690 $a 0447
710 2 $a Texas A&M University - Kingsville. $b Educational Leadership and Counseling Department. $3 2097998
773 0 $t Dissertation Abstracts International $g 77-02A(E).
790 $a 1187
791 $a Ed.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3724652