Inclusion versus Specialized Intervention for Very-Low-Performing Students: What Does "Access" Mean in an Era of Academic Challenge?

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Wehby, Joseph; Schumacher, Robin F.; Gersten, Russell; Jordan, Nancy C.
Titel	Inclusion versus Specialized Intervention for Very-Low-Performing Students: What Does "Access" Mean in an Era of Academic Challenge?
Quelle	In: Exceptional Children, 81 (2015) 2, S.134-157 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
Schlagwörter	Achievement Gap; Inclusion; Special Education; Intervention; Low Achievement; State Standards; Mathematics Achievement; Scores; Elementary School Mathematics; Grade 4; Student Improvement; Learning Disabilities; Research Methodology; Pretests Posttests; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Unterdurchschnittliche Leistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Elementare Mathematik; Schulmathematik; School year 04; 4. Schuljahr; Schuljahr 04; Learning handicap; Lernbehinderung; Research method; Forschungsmethode
Abstract	The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203 students who scored at or below the 10th percentile in mathematics (mean standard score ~75) at the start of fourth grade were randomly assigned at the individual level to 12 weeks of inclusive fraction instruction or specialized fraction intervention. In Year 1, the fourth-grade mathematics curriculum was guided by initial state standards; in Years 2 and 3, the state was transitioning to CCSS. In each of the 3 years on each measure, results indicated significantly stronger learning and markedly smaller post-intervention achievement gaps for specialized fraction intervention than for inclusive fraction instruction. Yet, the size of achievement gaps grew over the years in both conditions, as CCSS increased the depth and challenge of the fraction curriculum and produced differentially stronger learning in not-at-risk classmates. Implications are discussed in terms of the provision of services for students with learning disabilities in the era of CCSS and the meaning of "access to the general education curriculum." (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01