The Relationship of Special Education Placement and Student Academic Outcomes

Autor/inn/en	Cole, Sandi M.; Murphy, Hardy R.; Frisby, Michael B.; Grossi, Teresa A.; Bolte, Hannah R.
Titel	The Relationship of Special Education Placement and Student Academic Outcomes
Quelle	In: Journal of Special Education, 54 (2021) 4, S.217-227 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466920925033
Schlagwörter	Student Placement; Special Education; Outcomes of Education; Grade 4; Grade 8; Students with Disabilities; Regular and Special Education Relationship; Reading Achievement; Mathematics Achievement; Inclusion; Scores; Indiana; Indiana Statewide Testing for Educational Progress + Suchen Sie Ihr Suchwort? Schülerpraktikum; Special needs education; Sonderpädagogik; Sonderschulwesen; Lernleistung; Schulerfolg; School year 04; 4. Schuljahr; Schuljahr 04; School year 08; 8. Schuljahr; Schuljahr 08; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Inklusion
Abstract	This study investigates the academic outcomes of a special education student cohort in the state of Indiana placed in high and low inclusion settings. Student scores in these two settings from the Indiana State Test of Educational Progress (ISTEP+ English/Language Arts and math) were compared from fourth grade in 2014 through the eighth grade in 2018. Results of this study show that students with disabilities who spent 80% or more of their time in a general education inclusive classroom did significantly better in both reading and math assessment than their peers who spent more time in separate special education classrooms. (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