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.
Capstone Project, Presented in Partial Fulfillment of the Requirements for
the Master of Education Degree in the College of Education and Human Service Professions, May 2018. This item has been modified from the original to redact the signatures present.
University of Minnesota, Duluth. College of Education and Human Service Professions.
James, Peter J.
Academic Achievement of Students in Special Education in a Socially Inclusive School.
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