Author: Tina L. StevensPublisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 64
Book Description
The Self-concept of Students with Mild/moderate Disabilities in a Resource Placement
Author: Tina L. StevensPublisher:
ISBN:
Category : Learning disabilities
Languages : en
Pages : 64
Book Description
The Least Restrictive Environment
Author: Jean B. CrockettPublisher: Routledge
ISBN: 1135674191
Category : Education
Languages : en
Pages : 248
Book Description
The Least Restrictive Environment: Its Origins and Interpretations in Special Education examines issues of ethical leadership and clarifies instructional placement decisions that provide a full educational opportunity for students with disabilities.
Self-concept and Academic Performance in High School Students with Mild Disabilities
Author: Kathleen L. MaddenPublisher:
ISBN: 9781267204363
Category : Academic achievement
Languages : en
Pages : 222
Book Description
Abstract: Research shows a connection between students' self-perceptions and academic performance in school. This study determined if there is a relationship between students' ratings on the Piers-Harris Children's Self-Concept Scale, 2nd Edition and their grade point average (GPA), period absences, and performance on California Standardized Tests (CST) in English and math. Data were also analyzed according to gender, ethnicity, and special education placement. Participants included 51 students with mild disabilities at a Southern California high school. Results indicated a positive correlation between GPA and Behavioral Adjustment domain scores. A negative correlation was found between CST math scores and both Total scores and Happiness and Satisfaction scores. CST English scores were negatively correlated with Popularity scores. No differences were found based on gender, ethnicity, or placement; however, scores on the Intellectual and School Status domain were significantly lower than scores on all other domains. Implications for practice and policy are discussed.
Developing Self-concept for Exceptional Learners
Author: John R. MossPublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 112
Book Description
Educating One and All
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309057892
Category : Education
Languages : en
Pages : 305
Book Description
In the movement toward standards-based education, an important question stands out: How will this reform affect the 10% of school-aged children who have disabilities and thus qualify for special education? In Educating One and All, an expert committee addresses how to reconcile common learning for all students with individualized education for "one"â€"the unique student. The book makes recommendations to states and communities that have adopted standards-based reform and that seek policies and practices to make reform consistent with the requirements of special education. The committee explores the ideas, implementation issues, and legislative initiatives behind the tradition of special education for people with disabilities. It investigates the policy and practice implications of the current reform movement toward high educational standards for all students. Educating One and All examines the curricula and expected outcomes of standards-based education and the educational experience of students with disabilitiesâ€"and identifies points of alignment between the two areas. The volume documents the diverse population of students with disabilities and their school experiences. Because approaches to assessment and accountability are key to standards-based reforms, the committee analyzes how assessment systems currently address students with disabilities, including testing accommodations. The book addresses legal and resource implications, as well as parental participation in children's education.
The Effects of the Extent of Resource Placement on the Self-concept of Junior High Learning Disabled Students ...
Author: Elizabeth A. PerkinsPublisher:
ISBN:
Category : Children with disabilities
Languages : en
Pages : 68
Book Description
Resources in Education
Author: Special Education Law
Author: Nikki L. MurdickPublisher: Pearson Higher Ed
ISBN: 0133123405
Category : Education
Languages : en
Pages : 333
Book Description
This is the eBook of the printed book and may not include any media, website access codes, or print supplements that may come packaged with the bound book. This title is only available as a loose-leaf version with Pearson eText, or an electronic book.
Evidence-Based Interventions for Students with Learning and Behavioral Challenges
Author: Richard J. MorrisPublisher: Routledge
ISBN: 1135925143
Category : Education
Languages : en
Pages : 436
Book Description
This book assembles into one volume summaries of school-based intervention research that relates to those who deal on a regular basis with the growing body of students having high-incidence learning disabilities and/or behavior disorders: special educators, school psychologists, and clinical child psychologists. Chapter authors begin with an overview of their topic followed by a brief section on historical perspectives before moving on to the main section – a critical discussion of empirically based intervention procedures. In those instances where evidence-based prescriptions can legitimately be made, authors discuss best practices and the conditions (e.g., classroom environment, teacher expertise) under which these practices are most effective. A final section deals with policy issues.
Self-concept of Students with Learning Disabilities in Self-contained Environments
Author: Lori Anne GillanPublisher:
ISBN: 9781109900613
Category : Learning disabled children
Languages : en
Pages : 318
Book Description
Although placement in less restrictive educational settings is generally believed to be associated with more positive social outcomes for students with learning disabilities, the empirical research has yielded equivocal findings. This study investigated the relationship between self-concept and social support for students with learning disabilities taught in self-contained special education classrooms. Fifty-seven fourth-through sixth-grade students were administered Harter's People In My Life scale, which measures students' perceived social support from parents, teachers, classmates, and friends. Students were also administered two scales developed by Harter and Renick which measure students' domain-specific judgments of their competence and their judgments of the importance of each domain, as well as their perceived global worth. Results revealed that social support from classmates was most predictive of academic self-concept, whereas social support from family was the better predictor of global self-concept. Students with learning disabilities differentiated in terms of their perceived global and academic self-concepts, producing four groups (high academic/high global self-concept, high academic/low global self-concept, low academic/low global self-concept, and low academic/high global self-concept). While results indicated that those with low academic self-concepts tended to have more negative discrepancy scores (difference between students' ratings of the importance of academic and non-academic domains of self-concept) than those in the high academic self-concept group, there was no evidence that students with high global self-concept and low academic self-concept had different discrepancy scores than students in the other groups, therefore nullifying the hypothesis that students with learning disabilities discount the importance of academic domains. The implications of these data with regard to theory and research, as well as educational practice, are discussed.