Literaturnachweis - Detailanzeige
| Autor/inn/en | Schwartz, Terry; und weitere |
|---|---|
| Institution | Suffolk County Board of Cooperative Educational Services 2, Patchogue, NY. |
| Titel | Extant Data Base Project. "Factors Related to Excellence in Special Education Using a Validated IEP System as an Outcome Measure." Final Report, 1986-88. |
| Quelle | (1988), (139 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Academic Achievement; Educational Assessment; Elementary Secondary Education; Emotional Disturbances; Excellence in Education; Individualized Education Programs; Learning Disabilities; Mental Retardation; Outcomes of Education; Performance Factors; Program Effectiveness; Student Placement |
| Abstract | This federally funded project analyzed data from a computerized individualized education plan (IEP) system, to examine factors relating to excellence in special education, with the goal of improving student assessment, evaluation, and outcomes in special education. This final report focuses on three research questions. The first question is whether youngsters with similar characteristics and disabilities placed in different special education settings differ in achievement. Information was collected on the percentage of IEP objectives completed in reading, mathematics, and behavioral areas as well as scores on standardized achievement tests and a behavior scale. The second research question concerns factors contributing to the type of student placement in special education, including student, school, and family variables, and achievement factors. The third research question concerns factors that contribute to and predict academic achievement in special education programs. Findings for each research question are presented for four exceptionalities: emotional disturbance, learning disability, educable mental retardation, and trainable mental retardation. Overall, the best predictors of achievement on standardized reading and mathematics tests were age and IQ. None of the considered variables strongly predicted scores on a standardized behavior assessment or IEP completion of reading, mathematics, or social-emotional objectives. (Contains 34 references.) (SW) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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