Literaturnachweis - Detailanzeige
Autor/inn/en | Sinclair, James; Poteat, V. Paul |
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Titel | Aspirational Differences between Students with and without IEPs: Grades Earned Matter |
Quelle | In: Remedial and Special Education, 41 (2020) 1, S.40-49 (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/0741932518795475 |
Schlagwörter | Academic Aspiration; Individualized Education Programs; High School Students; Grades (Scholastic); Employment; Students with Disabilities; Student Characteristics; Gender Differences; Racial Differences; Ethnicity; Sexual Orientation; Socioeconomic Status; Age Differences; Truancy; Substance Abuse; Victims; Student School Relationship; Homework; Correlation; Wisconsin Individualized education program; Individualisierendes Lernen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Notenspiegel; Dienstverhältnis; Disability; Disabilities; Behinderung; Geschlechterkonflikt; Rassenunterschied; Ethnizität; Sexuelle Orientierung; Socio-economic status; Sozioökonomischer Status; Age; Difference; Age difference; Altersunterschied; Schulabsentismus; Schulschwänzen; Schulverweigerung; Drug use; Drug consomption; Drogenkonsum; Victim; Opfer; Schüler-Lehrer-Beziehung; Hausaufgabe; Korrelation |
Abstract | Using data from the 2015 "Dane County Youth Assessment" (n = 12,886 students, 22 high schools), we identified disparities between students with Individualized Education Programs (IEP) and without IEPs across multiple post-high school aspirations. We identified significant IEP status × grades earned interactions in predicting students' reported likelihood of pursuing post-high school placements. Higher reported average grades earned were more strongly associated with students' greater reported likelihood of attending college/university for students without IEPs than for students with IEPs. Also, higher grades were associated with less likelihood of foregoing postsecondary education and only looking for a job for students without IEPs whereas this association was not significant for students with IEPs. Implications for research and practice are discussed. (As Provided). |
Anmerkungen | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |