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The Impact of Least Restrictive Environment (LRE) on Special Education Students' Academic Growth in the State of Indiana

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Title: The Impact of Least Restrictive Environment (LRE) on Special Education Students' Academic Growth in the State of Indiana
Language: English
Authors: Long, Adam David
Source: ProQuest LLC. 2023Ph.D. Dissertation, Indiana State University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 104
Publication Date: 2023
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Junior High Schools
Middle Schools
Secondary Education
Elementary Education
Descriptors: Special Education Teachers, Teaching Experience, Teacher Placement, Faculty Development, Regular and Special Education Relationship, Team Teaching, Special Classes, Resource Room Programs, Middle Schools, Elementary Schools, Public Schools, Private Schools
Geographic Terms: Indiana
ISBN: 979-83-7953-501-8
Abstract: The purpose of this study was to determine how placement, professional development, and the years of experience of special education teachers impacted the standardized test scores of special education students. This was done by comparing the type of placement of students, mainstream (80+% of the day), co-teaching, separate classroom (100%) and resource (40--60% of the day) in the state of Indiana. A survey was sent out to all public and private elementary and middle level special education teachers in the state of Indiana as of Summer 2022. Data were collected from the individuals that responded to the surveys. Teachers responded with their years of experience, the primary means of instruction in their school buildings, and the hours of professional development that general education and special education teachers received on work with special education students. Inferential statistics data were used to determine if there was a significant difference on ELA and Math standardized test scores. Null 1 and 2 were tested using an independent sample t-test to determine if there was a significant difference in the dependent variable among two independent variables with two levels. Null 3 utilized a simple linear regression model to determine if the number of years of experience would predict ILEARN performance. As a result of the data analysis, the nulls were retained, and there was no significant difference found in ELA or Math standardized test scores based on the placement of special education students, professional development provided to teachers, or years of experience in the special education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2023
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:30418731
Accession Number: ED633913
Database: ERIC
FullText Text:
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PubType: Dissertation/ Thesis
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PreciseRelevancyScore: 0
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  Data: The Impact of Least Restrictive Environment (LRE) on Special Education Students' Academic Growth in the State of Indiana
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  Data: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
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  Data: <searchLink fieldCode="DE" term="%22Indiana%22">Indiana</searchLink>
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– Name: Abstract
  Label: Abstract
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  Data: The purpose of this study was to determine how placement, professional development, and the years of experience of special education teachers impacted the standardized test scores of special education students. This was done by comparing the type of placement of students, mainstream (80+% of the day), co-teaching, separate classroom (100%) and resource (40--60% of the day) in the state of Indiana. A survey was sent out to all public and private elementary and middle level special education teachers in the state of Indiana as of Summer 2022. Data were collected from the individuals that responded to the surveys. Teachers responded with their years of experience, the primary means of instruction in their school buildings, and the hours of professional development that general education and special education teachers received on work with special education students. Inferential statistics data were used to determine if there was a significant difference on ELA and Math standardized test scores. Null 1 and 2 were tested using an independent sample t-test to determine if there was a significant difference in the dependent variable among two independent variables with two levels. Null 3 utilized a simple linear regression model to determine if the number of years of experience would predict ILEARN performance. As a result of the data analysis, the nulls were retained, and there was no significant difference found in ELA or Math standardized test scores based on the placement of special education students, professional development provided to teachers, or years of experience in the special education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 104
    Subjects:
      – SubjectFull: Special Education Teachers
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Teacher Placement
        Type: general
      – SubjectFull: Faculty Development
        Type: general
      – SubjectFull: Regular and Special Education Relationship
        Type: general
      – SubjectFull: Team Teaching
        Type: general
      – SubjectFull: Special Classes
        Type: general
      – SubjectFull: Resource Room Programs
        Type: general
      – SubjectFull: Middle Schools
        Type: general
      – SubjectFull: Elementary Schools
        Type: general
      – SubjectFull: Public Schools
        Type: general
      – SubjectFull: Private Schools
        Type: general
      – SubjectFull: Indiana
        Type: general
    Titles:
      – TitleFull: The Impact of Least Restrictive Environment (LRE) on Special Education Students' Academic Growth in the State of Indiana
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            NameFull: Long, Adam David
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              Y: 2023
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