Effect of Inclusion on the Regular Students' Mathematics Achievement PDF Download
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Author: Jessica Funk
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Jessica Funk
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Author: Shirley Brewton
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 286
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Author: Kristine Irene Erickson
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 386
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Author: Charla L. Trejo
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 204
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The primary purpose of this study was to explore the academic achievement of non-disabled regular education students and how their academic achievement was impacted by the inclusion of special education students in the general education classroom. The inclusion of special education students in the regular education classroom was analyzed in order to determine if academic achievement for the non-disabled student was impacted in the subject areas of reading and mathematics. Students' academic progress was compared using the Iowa Test of Basic Skills utilizing a pretest and posttest design. The independent variables of teacher training and teacher years of experience were correlated with total reading and total mathematics posttest scores utilizing partial correlation coefficients to analyze the relationship between the particular variable and the adjusted academic achievement of the non-disabled learner. Assessment data were evaluated utilizing an ANCOVA to analyze for mean differences. A multiple regression analysis was also executed to examine how independent variables consisting of pretest achievement scores, years of teacher experience, hours of training, and inclusion functioned as predictors of academic achievement in the subject areas of reading and mathematics. Overall, results indicated that teacher training and teacher years of experience were not correlated to academic achievement of the non-disabled learner in the subject areas of reading and mathematics. Results from the ANCOVA indicated that students without disabilities served in non-inclusion classrooms started out with higher achievement and finished with higher achievement meaning that the achievement of both groups of students was similar and statistically indistinguishable. Results for the multiple regression in both reading and mathematics were similar indicating that classroom setting did not account for reading or mathematics achievement when pretest, experience, and training were controlled. In summary, although the results of this study indicated that the inclusion of special education students in the general education setting does not negatively affect the academic achievement of the non-disabled learner, with the current demand to educate a greater number of students with disabilities in inclusive classroom settings, educators and researchers must continue to examine how the inclusion of disabled students in the general education classroom impacts academic achievement.
Author: Robert Scott Spence
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages : 110
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Author's abstract: The academic performance of regular education students placed in an inclusive setting with special education students was compared to the academic performance of regular education students not placed in an inclusive setting. Criterion Referenced Competency Test results in mathematics and reading for middle school students were used to define academic achievement. Demographic identifiers of race and gender were also included. A causal-comparative research design was used for this quantitative study. The data were analyzed using Analysis of Covariance in order to initially equalize the scores of the two groups of students. The researcher found no significant difference in the reading achievement of the two groups. In addition, the researcher found no significant difference in the reading achievement of the two groups when race and gender were introduced as factors. There was no significant difference found in the math scores of female, white, or African American students within the boundaries of the study. However, the researcher did find significant differences (p
Author: Kevin A. Phillips
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 98
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Author: Dana Y. Gabriel
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 114
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Author: Felice A. Harrison
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 126
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Author: Robin M. Britford
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 106
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Author: Sharon R. Vaughn
Publisher: Pearson College Division
ISBN: 9780133386288
Category : Education
Languages : en
Pages : 576
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Book Description
ALERT: Before you purchase, check with your instructor or review your course syllabus to ensure that you select the correct ISBN. Several versions of Pearson's MyLab & Mastering products exist for each title, including customized versions for individual schools, and registrations are not transferable. In addition, you may need a CourseID, provided by your instructor, to register for and use Pearson's MyLab & Mastering products. Packages Access codes for Pearson's MyLab & Mastering products may not be included when purchasing or renting from companies other than Pearson; check with the seller before completing your purchase. Used or rental books If you rent or purchase a used book with an access code, the access code may have been redeemed previously and you may have to purchase a new access code. Access codes Access codes that are purchased from sellers other than Pearson carry a higher risk of being either the wrong ISBN or a previously redeemed code. Check with the seller prior to purchase. -- This title is only available as a loose-leaf version with Pearson eText, or an electronic book. In this widely popular book, pre- and in-service elementary and secondary school teachers get the tools and confidence they need to meet the educational, behavioral, and social needs of every student in today's diverse classrooms. With its numerous learning activities and sample lessons–plus stories from teachers, students, and parents–it features a strong focus on applying practical, proven strategies for effective teaching and learning. Teaching Students Who Are Exceptional, Diverse, and at Risk in the General Education Classroom is the ideal guide for today's busy classroom teachers who identify students with special needs as both their greatest challenges and often their greatest rewards. Video-Enhanced Pearson eText. Included in this package is access to the new Video-Enhanced eText for Teaching Students who are exceptional, diverse and at Risk in the General Education Classroom, exclusively from Pearson. The Video-Enhanced Pearson eText is: Engaging. Full-color online chapters include dynamic videos that show what course concepts look like in real classrooms, model good teaching practice, and expand upon chapter concepts. Over 48 video links, chosen by our authors and other subject-matter experts, are embedded right in context of the content you are reading Convenient. Enjoy instant online access from your computer or download the Pearson eText App to read on or offline on your iPad and Android tablets.* Interactive. Features include embedded video, note taking and sharing, highlighting and search. Affordable. Experience all these advantages of the Video-Enhanced eText along with all the benefits of print for 40% to 50% less than a print bound book. *The Pearson eText App is available for free on Google Play and in the App Store.* Requires Android OS 3.1 – 4, a 7” or 10” tablet or iPad iOS 5.0 or newer 0133386287 / 9780133386288 Teaching Students Who are Exceptional, Diverse, and
