A Comparison of the Academic Performance on the Reading and Math Texas Assessment of Knowledge and Skills Test between Students with Emotional Disturbances Other Students

Autor/in	Evans, LaWanda Nicole
Titel	A Comparison of the Academic Performance on the Reading and Math Texas Assessment of Knowledge and Skills Test between Students with Emotional Disturbances Other Students
Quelle	(2010), (97 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Argosy University/Sarasota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1245-0323-3
Schlagwörter	Hochschulschrift; Dissertation; Emotional Disturbances; Program Effectiveness; Special Education; Comparative Analysis; Reading Achievement; Mathematics Achievement; Knowledge Level; Reading Skills; Mathematics Skills; Learning Disabilities; Academic Achievement; State Standards; Standardized Tests; Scores; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Gefühlsstörung; Special needs education; Sonderpädagogik; Sonderschulwesen; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Wissensbasis; Reading skill; Lesefertigkeit; Mathematics ability; Learning handicap; Lernbehinderung; Schulleistung; Standadised tests; Standardisierter Test
Abstract	Students with disabilities receive special education services in schools, and schools are required by law to meet their academic needs. The population of students with disabilities include students with ED. Research indicates that educating students with ED have resulted in challenges in school performance and in teacher and student relationships (Wagner et al., 2006). Teachers do not feel prepared to work with students with ED and they are unlikely to receive support to help them succeed academically in school (Wagner et al., 2006). According to Kostewicz and Kubina, 2008, students with ED perform below grade level in the academic areas of reading and math. This study examined the differences in the academic performance of students with and without ED on the Texas Assessment of Knowledge and Skills reading and math assessments and examined the perceptions and opinions of general and special education teachers on including students with ED in statewide assessments. Qualitative and quantitative methods were utilized in this study. The test scores of students with ED, without ED, and with LD were compared to measure the differences in the academic performance on the TAKS reading and math assessment and a survey was used to identify the perceptions and opinions of general education and special education teachers on including students with ED in statewide assessments. The results of the study revealed significant differences between students with ED, students with LD, and students without ED on the reading TAKS and significant differences between students with ED and students without ED and significant differences between students with LD and students without ED on the math TAKS. The results of the study also revealed no significant difference between students with ED and students with LD on the math TAKS and no significant difference between male and female students on the reading and math TAKS. The findings from the survey indicated that general education and special education teachers believe that students with ED should not be included in statewide assessment because the state curriculum does not meet their individual needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10