School Outcomes of Students with and at Risk for Disabilities in Poverty: An Evaluation of School-Based Interventions in the U.S.

Autor/inn/en	Kim, Sunyoung; Yan, Min-Chi; Wang, Jing; Lequia, Jenna
Titel	School Outcomes of Students with and at Risk for Disabilities in Poverty: An Evaluation of School-Based Interventions in the U.S.
Quelle	In: Journal of International Special Needs Education, 24 (2021) 2, S.50-65 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2159-4341
Schlagwörter	Poverty; Students with Disabilities; At Risk Students; Intervention; Elementary Secondary Education; Preschool Education; Educational Research; Language Skills; Research Design; Cultural Relevance; Educational Legislation; Federal Legislation; Student Needs; Program Effectiveness + Suchen Sie Ihr Suchwort? Armut; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Pre-school education; Vorschulerziehung; Bildungsforschung; Pädagogische Forschung; Language skill; Sprachkompetenz; Forschungsdesign; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Poverty as a cultural factor affects students' school success and outcomes. In the current literature review, we aimed at providing a comprehensive analysis of intervention research designed to support school outcomes of students aged 3 to 21 years with disabilities or at risk for developing disabilities in high-poverty contexts. Eighteen studies were included in this review (16 group designs, 1 single case design, and 1 group design with embedded single case), with a total of 1782 student participants. Results indicated that most of the research studies designed for students in poverty focused on their language skills (e.g., reading, vocabulary, literacy) with various interventions. Most of the group design studies met the quality indicators (Gersten et al., 2009) with a low standard, although all single case studies met the quality indicators by higher than 80% (Kratochwill et al., 2013). As for the analysis of cultural responsiveness, we found that most studies provided limited information reflecting culturally responsive research (Trainor & Bal, 2014). Discussion and implication for practice and research are provided. (As Provided).
Anmerkungen	Division of International Special Education and Services, Council for Exceptional Children. Web site: http://www.jisne.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01