Maybe I Can Learn to Read in College

Autor/in	Head-Dylla, Candace
Titel	Maybe I Can Learn to Read in College
Quelle	In: Journal of Cases in Educational Leadership, 15 (2012) 2, S.56-82 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458912448434
Schlagwörter	Exit Examinations; Public Education; Reading Instruction; Higher Education; Special Education; Federal Legislation; Educational Legislation; Reading Difficulties; Academic Achievement; High Stakes Tests; Graduation Requirements; Leaders; American Indians; Students; Hispanic American Students + Suchen Sie Ihr Suchwort? Final examination; Abschlussprüfung; Öffentliche Erziehung; Leseunterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Special needs education; Sonderpädagogik; Sonderschulwesen; Bundesrecht; Bildungsrecht; Schulgesetz; Reading difficulty; Leseschwierigkeit; Schulleistung; Abschlussordnung; Fachleiter; American Indian; Indianer; Student; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Students; Hispanoamerikaner
Abstract	Can poor student performance on high-stakes assessment, including high school exit exams, indicate gaps in school and district curriculum and instruction? How might this affect students identified with special needs, and what could it mean in terms of a free and appropriate public education? This case illustrates how a student receiving special education services progressed in a school system with accommodations and modifications, only to fall short on a high-stakes exam at the end of his school career. The study explores what challenges this poses for the individual student as well as the entire school system and its leaders. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10