scholarly journals An investigation into the relationship between student achievement and curriculum knowedge of special education co-teachers

2018 ◽  
Author(s):  
◽  
Karin McGrath
Keyword(s):  
Special Education ◽  
Student Achievement ◽  
Special Education Students ◽  
Special Educator ◽  
Education Students ◽  
Course Grades ◽  
Significant Difference ◽  
The Mean ◽  
Student Disabilities ◽  
The Relationship

The balance of awareness of student disabilities, providing supports and accommodations necessary for the success of special education students, and a high understanding curriculum contents is a challenge for special educators in the co-taught setting. This study investigates the effect the relationship between the number of curricula in which the special educator is co-teaching has, on student achievement. Statistical analysis was conducted to compare both the results on state mandated end of course examinations, and course grades in classrooms where the special education co-teacher was responsible for one curriculum content where they were responsible for two and three curricula. Findings show a significant difference in student achievement only between classrooms where the special educator was responsible for one curriculum and where they were responsible for two. In looking at the mean achievement results for end of course examinations and course grades, students in the classrooms where the special educator was responsible for three curriculum contents earned higher scores. Results indicate that factors or a combination of factors, other than curricula content knowledge of the special education co-teacher, play a greater role in effecting the achievement of the special education students in the co-taught classroom.

scholarly journals Gender Differences in Learning Burnout among Special Education Students

2019 ◽  
Vol 11 (14) ◽  
pp. 119
Author(s):  
Florence Ijeoma Arumede ◽  
Michael Eskay ◽  
Annastasia Uchenna Eneh ◽  
Jane Ogoma Aja
Keyword(s):  
Gender Differences ◽  
Special Education ◽  
Null Hypothesis ◽  
Research Question ◽  
Research Data ◽  
Special Education Students ◽  
Education Students ◽  
Significant Difference ◽  
The Mean ◽  
Descriptive Survey

This study examined gender differences in learning burnout among special education students. A research question and a null hypothesis were formulated to guide the research. A descriptive survey was employed. The study sample consisted of 700 special education students. Academic Burnout Questionnaire (ABQ) was employed for data collection. The research data were analyzed using mean, standard deviation and t-test. The finding of the study revealed that there is no significant difference between the mean ratings of male and female special education students in learning burnout. Government at all level within the study area and beyond are urged to make conducive learning environment for University students including those in special education departments.

scholarly journals High Expense: Disability Severity and Charter School Attendance in Arizona

2011 ◽  
Vol 19 ◽  
pp. 6 ◽  
Author(s):  
Anthony M. Garcy
Keyword(s):  
Special Education ◽  
Charter Schools ◽  
Charter School ◽  
Linear Models ◽  
School Attendance ◽  
Special Education Students ◽  
Education Students ◽  
School Year ◽  
Education Agency ◽  
Student Disabilities

Much of the literature related to the skimming or cropping of students by charter schools has ignored special education students. This article examines the relationship between the severity of student disabilities and their likelihood of having attended an Arizona charter school in the 2002-2003 school year. After adjusting for student traits, local education agency characteristics, and the mix of available special education services, a multilevel logistic regression analysis suggests that students who had more severe and thus more expensive disabilities were less likely to attend an Arizona charter school. Findings from an ancillary set of hierarchical linear models suggested that special education students enrolled in charter schools were less expensive on average than similar traditional public-school special education students.

Generalization of Reading by Special Education Students from a Structured Program to Informal Classroom Activities

1979 ◽  
Vol 45 (1) ◽  
pp. 297-298
Author(s):  
Tom R. Hobbs ◽  
Michael M. Holt ◽  
Ruby Richardson
Keyword(s):  
Special Education ◽  
Reading Program ◽  
Special Education Students ◽  
Free Time ◽  
Education Students ◽  
Classroom Activities ◽  
Time Period ◽  
Reversal Phase ◽  
The Mean ◽  
Structured Program

15 special education students exhibited an increase in the number of correctly completed frames in the Sullivan Programmed Reading Series following introduction of a reinforcement contingency. The mean number of frames remained high during the reversal phase with no consistent generalization of effects from the morning reading program to an afternoon free-time period.

scholarly journals Inclusion Matters! Strategies For Improving Reading And Test Skills Of Special Education Students

2021 ◽  
Vol 2 (1) ◽  
pp. 15-31
Author(s):  
Leonard Jackson
Keyword(s):  
Special Education ◽  
General Education ◽  
Instructional Strategies ◽  
Standardized Test ◽  
Special Education Students ◽  
Eighth Grade ◽  
Education Students ◽  
Significance Level ◽  
Significant Difference ◽  
Quasi Experimental

The purpose of this quantitative retrospective quasi-experimental study was to determine if there was a statistically significant difference between sixth, seventh, and eighth-grade classrooms filled with both general education and special education students (mild to moderate disability) receiving multiple instructional strategies and sixth, seventh, and eighth-grade classrooms filled with general education students receiving only traditional instructional strategies. Students scoring 800 or above met reading standards for the year. Results of the analysis indicated students receiving traditional instructional strategies achieved a mean score of 830. The inclusion students receiving multiple instruction interventions also showed grade-level reading proficiency on the standardized test with a mean score of 818. The researcher focused on the issue to show there are positive outcomes from implementing inclusion. Recommendations involving a reading intervention such as guided reading groups, backwards design planning, and collaborative instruction were noted. A one-way Analysis of Variance (ANOVA) analysis tested significance and two-way ANOVA tested interaction. Both analyses were set at the.05 significance level to interpret the data. Keywords: Special education, General education, Disabilities, Inclusion, CRCT, Standardized Reading Tests.

The Relationship Between Inclusion, Absenteeism, and Disciplinary Outcomes for Students With Disabilities

2020 ◽  
pp. 016237372096855
Author(s):  
Kaitlin P. Anderson
Keyword(s):  
Special Education ◽  
General Education ◽  
Students With Disabilities ◽  
Special Education Students ◽  
Educational Setting ◽  
Disciplinary Referrals ◽  
Education Students ◽  
Level Data ◽  
Inclusive Settings ◽  
The Relationship

Students with disabilities (SWDs) are more likely to be suspended or expelled than their general education peers and more likely to be chronically absent. This study uses 5 years of student-level data for all Michigan special education students to examine the relationship between educational setting, absenteeism, and disciplinary outcomes. Using within-student variation in an educational setting, I find that the degree of inclusion is associated with fewer disciplinary incidents and better attendance. However, the relationship between inclusion and disciplinary outcomes only exists for certain subgroups, and primarily for students who transitioned from more to less inclusive settings experiencing more disciplinary referrals and suspensions after these moves.

Comparison of Wisc-R Performance of Urban and Rural Special Education Students

1980 ◽  
Vol 46 (2) ◽  
pp. 671-677
Author(s):  
John D. Morris ◽  
Edith Kelsey ◽  
Robert A. Martin
Keyword(s):  
Special Education ◽  
Learning Disabled ◽  
Urban Children ◽  
Special Education Students ◽  
Rural Children ◽  
Education Students ◽  
Significant Discrepancy ◽  
Geographic Environment ◽  
And Performance ◽  
The Relationship

The relationship between WISC-R subtest profiles and geographic environment (urban or rural) for 178 special education (Learning Disabled and Educable Mentally Handicapped) students (54 females and 124 males; 114 Negroes and 64 Caucasians), ranging in age from 6 yr., 3 mo. to 15 yr., was explored in relation to the children's race and specific type of disability. Urban children performed significantly better than rural children on all subtests except Coding. Moreover, the mean WISC-R profiles differed significantly in shape for the urban and rural children. There was a significant discrepancy in verbal and performance scores for rural children but not urban children. Extensions to a previous comparison of the WISC-R performance of urban and rural children in the standardization sample (Kaufman & Doppelt, 1976) are discussed.

scholarly journals The Effect of Computer-Free Coding Education for Special Education Students on Problem-Solving Skills

2021 ◽  
Vol 4 (3) ◽  
pp. 3-30
Author(s):  
Ümit Demir
Keyword(s):  
Special Education ◽  
Problem Solving ◽  
Special Education Students ◽  
Average Score ◽  
Academic Skill ◽  
Education Students ◽  
Problem Solving Skills ◽  
Skill Scores ◽  
Significant Difference ◽  
Learning Platforms

During recent years coding education has been an important issue in many countries. Coding education has been an important topic for these countries. One of the reasons why coding education is being discussed by educators and other partners of the schools is that it is seen as a key competence for students, and workers at developing problem-solving skills. Coding as an academic skill is seen as a part of logical reasoning. Coding is also accepted as one of the skills called “21st-century skills” required from individuals. Special education students are in a disadvantaged situation as in other learning platforms. Thus, the aim of this study is to analyze the place of coding education in developing problem-solving skills of special education students. Within the scope of the study, computer-free coding applications were carried out with the participation of 34 students having the mild intellectual disabilities who are continuing their education in a special education vocational school aged between 14 and 18. An observation form was used to evaluate problem-solving skills. There was a significant difference [t(24)=-7.19, p<.001]  between the pre and post-course skills of the students. While the average score of the students’ problem-solving skills was 10.68 in pre-course, in the post-course this score increased to 13.36. The analysis of the findings showed that the students' skill scores in using problem-solving steps have increased in all these steps.

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