Browsing by Author "Wu, Yi-Chen"

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    Characteristics of Low Performing Special Education and Non-Special Education Students on Large-Scale Assessments (NCEO Technical Report)
    (University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2012-03) Christian, Elizabeth; Altman, Jason; Lazarus, Sheryl; Thurlow, Martha; Liu, Kristin; Wu, Yi-Chen
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    Exploring Predictors of Transition Planning Participation and Future Goal Aspirations of Secondary Students with Intellectual and Developmental Disabilities
    (2020) Johnson, David; Wu, Yi-Chen; Thurlow, Martha L.; LaVelle, John; Davenport, Ernest; Matthias, Cynthia
    This poster is based on research that we have recently conducted based on an Institute for Education Science, U.S. Department of Education grant title “Exploring Predictors of IEP/Transition Planning Participation and Future Goal Aspirations of Students with Disabilities”. The studies were based on a secondary analyses of the National Longitudinal Transition Study 2012 (NLTS 2012). NLTS is a sample of 13,000 students and 13,000 parents conducted by Mathematica Policy Research and the Institute on Community integration at the University of Minnesota. The Individuals with Disabilities Education Act (IDEA) requires that students with disabilities beginning by age 16 are invited to and actively participate in setting goals and making decisions regarding their school and postschool involvements. The results of this study document the challenges that youth with intellectual and developmental disabilities have in assuming an active role in the transition planning process.
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    Exploring the IEP/Transition Planning Experiences for students with disabilities and English learners with disabilities from NLTS 2012
    (2020) Wu, Yi-Chen; Thurlow, Martha L.; Johnson, David; Davenport, Ernest; LaVelle, John; Matthias, Cynthia
    The purpose of this study is to explore the data from the National Longitudinal Transition Study–2012 (NLTS 2012) on the IEP/transition planning meeting experiences for students with disabilities and English learners (ELs) with disabilities. This study used factor analysis to explore the constructs of IEP/transition planning meeting experience for these two groups separately. Furthermore, Chi-square analysis were used to explore the differences on the IEP/transition planning meeting experiences between ELs with disabilities and non-ELs with disabilities. Finally, the logistic regression analysis were used to explore the predictors for youth’s role and contribution in the IEP/transition planning meeting. Results identified four factors for students with disabilities—Youth/Parent Participation, Youth Contribution, Youth/Parent Invitation & Youth Output, and Outside Agency Involvement—and five factors for ELs with disabilities—Youth participation, Parent participation, Invitation & future discussion, Youth involvement, and Youth role. Results showed three out of four ELs with disabilities reported they contributed a little on coming up the goals in the transition planning meeting. The predictors for ELs with disabilities were different from non-ELs with disabilities. This implicates educators may explore different routes to get parents involvement at school to increase parents and youth’s excitation on living independently in the future.
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    Rules for Audio Representation of Science Items on a Statewide Assessment: Results of a Comparative Study (NCEO Technical Report)
    (University of Minnesota, Institute on Community Integration, National Center on Educational Outcomes (NCEO), 2012-06) Wu, Yi-Chen; Rogers, Christopher; Johnstone, Christopher
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    Separate School Placement for Students with Extensive Support Needs
    (2024) Bowman, Jessica; Wu, Yi-Chen; Ghere, Gail
    Research on students with extensive support needs (ESN) has shown that meaningful access and participation in inclusive settings improves outcomes in the areas of academics, behavior, communication, social, and adaptive skills. Yet, there is a resistance and persistence to place these students in separate settings. This presentation shares the results of a study investigating the placement of students with ESN in separate special education schools. We analyzed change in separate school placement over time, change in variances by age and state, the percentage of rate of change per state, the locale of the separate schools and change over time, and the presence of separate special education charter schools.
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    Separate School Placement for Students with Extensive Support Needs: Potential Impact of School Locale and Charter School Enrollment
    (2022) Bowman, Jessica B; Wu, Yi-Chen; Ghere, Gail; Wakeman, Shawnee; Johnson, Holly
    Separate school placements persist for students with extensive support needs (ESN) despite longstanding federal mandates for all students with disabilities to be educated in the least restrictive environment and research that has demonstrated the positive impact of inclusive education. In this study, we extend research on separate school placement for students with ESN to explore the potential impact of locale and charter school policy. To do this, we describe (1) the percentage of separate schools for states with separate school placement rates for students with ESN higher, at, and below the national average by locale and (2) the number of separate special education charter schools by state and locale. Data in this study offer a more detailed glimpse into numbers of separate school in states and indicate varying proportions among each locale in states with high, average, and low separate school placement rates. A very limited number of self-identified separate special education charter schools nationwide seems to indicate minimal impact on separate school placement rates for students with ESN.