Browsing by Subject "Students with disabilities"

Now showing 1 - 5 of 5
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    Academic Achievement of Students in Special Education in a Socially Inclusive School
    (2018-05) James, Peter J
    The purpose of this study was to investigate the extent to which students with disabilities achieved academic growth in a school setting that emphasizes the importance of all students becoming full members of the classroom and school communities. The participants were 22 students who were students in the school's Special Education program for at least four years. As its basis for assessing academic growth, the study examined the reading and mathematics percentile rankings of Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessments conducted in the students' first and last years of enrollment in the school's Special Education program. The study found that nearly all students showed percentile growth in both reading and mathematics assessments, that the growth was independent of gender or the number of years in the school's Special Education program, and that students achieved, on average, higher than 50th percentile results on nationally-normed assessments of reading and mathematics.
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    General Educators' Attitudes toward Inclusion and Their Corresponding Adaptations to Curriculum
    (2011) Olson, Lynda; Nierengarten, Gerry; Brice, Lynn
    The purpose of the current phenomenological study was to identify how general education teachers’ attitudes about inclusion affect the use of adaptations for students with disabilities when participating in the general education setting. Participants were nine female general education teachers in one of two primary schools in a middle-size urban school district located in Northeastern Minnesota during the 2009-2010 academic year. Results indicated educators’ attitudes were affected by their perceived ability to teach students with disabilities. Other influences included: integrated classroom management, benefits of integration, benefits of special vs. integrated education, and disability type. Factors affecting the use of adaptations were the type of adaptation, student factors, resource factors, adaptation factors, teacher factors, and perceptions of successful adaptations. Suggested areas of need include districts providing additional resources to support the inclusion of students with disabilities. Implications for current practice include further training of per-service and in-service educators, identifying resources necessary to train classroom aides in administering adaptations, and identifying specific resources and how to implement them into various school settings. Implications for future research include further investigation of inclusion patterns based on disability type and further study of teacher perceptions of successful adaptations.
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    Guidelines for Students Requesting Modifications to the Liberal Education Requirements due to Disability
    (University of Minnesota, 1996) Council on Liberal Education
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    High School and Beyond: Continuing Education for Students with Disabilities
    (2011) Keating, Linda JK; Damme, Susan
    Transition means to pass from one stage to another. Until recent history, students with disabilities have not had many opportunities to continue education. Designing a transition plan from high school to postsecondary education is key to understanding self and opportunities outside of high school. Research and teaching models have created a new positive attitude to work toward success and quality of life. Clearly following the laws created for people with disabilities along with coordinating services, supports, and self-determination has begun to create self-advocacy as the norm. This literature review will provide an overview of transition plans’ points of interest. The key words throughout this review include transition, plan, postsecondary education, laws, self-determination, self-advocacy, advocacy, responsibility, dual enrollment, accommodations, services, students, disabilities, new paradigm, and quality of life.