The Impact of Inclusion Programs on the Academic Achievement of Non-disabled Learners in Selected Texas Elementary Schools PDF Download
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Author: Charla L. Trejo
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 204
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Book Description
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: Charla L. Trejo
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 204
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Book Description
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:
Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 612
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Book Description
Author: Kimberly Whitehead Davis
Publisher:
ISBN:
Category : Inclusive education
Languages : en
Pages : 80
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Book Description
This quantitative research design that used pre-existing data compared the mean CRCT reading scores among non-disabled first grade students enrolled in inclusion classes and non-disabled first grade students not enrolled in inclusion classes at one Central Georgia elementary school, to determine if there is a statistically significant different in the mean CRCT reading scores of the non-disabled students who were not enrolled in inclusion classes. The findings indicate that enrollment in an inclusion classroom does not negatively impact the academic achievement of non-disabled students.
Author: Tina Balazovjech
Publisher:
ISBN:
Category : Children with social disabilities
Languages : en
Pages : 0
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Book Description
This thesis set out to determine if nondisabled children, who participate in inclusive educational settings, are affected by the presence of special needs children in the classroom. This study examined this issue by administering a Likert-type questionnaire to 33 elementary school teachers and 61 Grade 6 students. The participants were also asked for comments in order to expand on their opinions. It was found that, overall, inclusive settings have a positive effect on nondisabled students. However, negative effects were reported in terms of academic progress, and teacher time and attention. The findings suggest that the current policies regulating inclusive classrooms are not sufficient. Better regulations in terms of class size, number of children with disabilities, type of disabilities present, and amount of resource support are needed. Limitations of this study and questions for further research are also discussed.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 836
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Book Description
Author: Heidi M Feldman
Publisher: Elsevier Health Sciences
ISBN: 0323809731
Category : Medical
Languages : en
Pages : 1212
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Book Description
Addressing the major advances in biomedical, psychological, social, and environmental sciences over the past decade, Developmental-Behavioral Pediatrics, 5th Edition, remains the reference of choice for professionals in a wide range of fields, including medicine and health care, education, social service, advocacy, and public policy. This foundational, pioneering resource emphasizes children’s assets and liabilities, not just categorical labels. Comprehensive in scope, it offers information and guidance on normal development and behavior, psychosocial, and biologic influences on development, developmental disorders, neurodevelopmental disabilities, and mental health conditions. It also discusses tools and strategies for diagnosis and management, including new assessments that can be used in telehealth encounters. Offers a highly practical focus, emphasizing clinical approaches to evaluation, counseling, treatment, and ongoing care. Provides new or expanded information on theoretical foundations of human development and behavior; trauma, adverse childhood events, and resilience across the life span; mechanisms of genetic, epigenetic, and neurological conditions; and principles of psychological assessment, including a broad array of evaluation approaches. Discusses management and treatment for developmental and behavioral conditions, spanning common factors, cognitive behavior therapies, rehabilitative services, integrative medicine, and psychopharmacology. Contains up-to-date chapters on celebrating socio-cultural diversity and addressing racism and bias, acute stress and post-traumatic stress disorder in youth, sexuality and variation, and alternatives to restrictive guardianship. Begins each chapter with a colorful vignette that demonstrates the importance of the human dimensions of developmental-behavioral pediatrics. Offers viewpoints from an interdisciplinary team of editors and contributors, representing developmental-behavioral pediatrics, general pediatrics, psychiatry, psychology, occupational and physical therapy, speech-language pathology, and law. Provides the latest drug information in the updated and revised chapters on psychopharmacology. Includes key points boxes, tables, pictures, and diagrams to clarify and enhance the text.
Author: Library of Congress. Copyright Office
Publisher: Copyright Office, Library of Congress
ISBN:
Category : Copyright
Languages : en
Pages : 1914
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Book Description
Author: James McLeskey
Publisher: ASCD
ISBN: 0871203898
Category : Education
Languages : en
Pages : 178
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Book Description
For any school undertaking an inclusion program, here's an opportunity to find out what works and explore a 10-step plan that can achieve positive academic and social outcomes for all students -- with and without disabilities.
Author: Thomas P. Lombardi
Publisher: Phi Delta Kappa International
ISBN: 9780873678209
Category : Inclusive education
Languages : en
Pages : 116
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Book Description
Author: Robert L. Brennan
Publisher: Rowman & Littlefield
ISBN: 1493082256
Category : Education
Languages : en
Pages : 804
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Book Description
Educational Measurement has been the bible in its field since the first edition was published by ACE in 1951. The importance of this fourth edition of Educational Measurement is to extensively update and extend the topics treated in the previous three editions. As such, the fourth edition documents progress in the field and provides critical guidance to the efforts of new generations of researchers and practitioners. Edited by Robert Brennan and jointly sponsored by the American Council on Education (ACE) and the National Council on Measurement in Education, the fourth edition provides in-depth treatments of critical measurement topics, and the chapter authors are acknowledged experts in their respective fields. Educational measurement researchers and practitioners will find this text essential, and those interested in statistics, psychology, business, and economics should also find this work to be of very strong interest. Topics covered are divided into three subject areas: theory and general principles; construction, administration, and scoring; and applications. The first part of the book covers the topics of validation, reliability, item response theory, scaling and norming, linking and equating, test fairness, and cognitive psychology. Part two includes chapters on test development, test administration, performance assessment, setting performance standards, and technology in testing. The final section includes chapters on second language testing, testing for accountability in K-12 schools, standardized assessment of individual achievement in K-12 schools, higher education admissions testing, monitoring educational progress, licensure and certification testing, and legal and ethical issues.
