Analysis of Opportunity to Learn for Students with Disabilities: Effects of Standards-Aligned Instruction

Autor/inn/en	Blank, Rolf K.; Smithson, John L.
Titel	Analysis of Opportunity to Learn for Students with Disabilities: Effects of Standards-Aligned Instruction
Quelle	In: Journal of Research in Education, 24 (2014) 1, S.135-153 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1083-6470
Schlagwörter	Educational Opportunities; Disabilities; Alignment (Education); Common Core State Standards; Special Education; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Inclusion; Academic Achievement; Multivariate Analysis; Mathematics Achievement; Reading Achievement; Kansas; North Carolina; Ohio + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Handicap; Behinderung; Common core curriculum; Curriculum; Kerncurriculum; Special needs education; Sonderpädagogik; Sonderschulwesen; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Inklusion; Schulleistung; Multivariate Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung
Abstract	The paper presents a model for addressing the critical question of opportunity to learn for students with disabilities. The model was tested through a two-year study with schools and teachers in three states. Opportunity to learn analysis is critical in this educational era of push toward access and inclusion. The study results indicate that instruction in grades 4-8 for general education and special education students did not closely align to state content standards. The analysis results indicate that a greater degree of instructional alignment to standards did have a positive impact on student achievement, considering both academic standards and extended standards for students with disabilities. The study findings showed that schools and classrooms providing more inclusive education for students with disabilities had a positive impact on student achievement for all students. (As Provided).
Anmerkungen	Eastern Educational Research Association. George Watson, Marshall University, One John Marshall Drive, College of Education and Professional Development, Huntington, WV 25755. e-mail: eerajournal@gmail.com; Web site: http://www.eeraorganization.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01