Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement Than Another?
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| Title: | Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement Than Another? |
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| Authors: | Fore, III, Cecil, Hagan-Burke, Shanna, Burke, Mack D., Boon, Richard T., Smith, Steve |
| Source: | Education & Treatment of Children (West Virginia University Press). 2/1/2008, Vol. 31 Issue 1, p55-72. 18p. |
| Subjects: | Education research, School grade placement, Academic achievement, Children with learning disabilities, Education of students with disabilities, Secondary education |
| Abstract: | The purpose of this study was to examine classroom placement, inclusive versus non-inclusive, relative to the academic performance of students with specific learning disabilities in secondary content area classrooms. Fifty-seven high school students with learning disabilities were assessed using the Grade Level Short Form of the Multilevel Academic Survey Test (MAST). Their reading and math scores were examined relative to each student's grade level, number of general and special education classes attended, and types of placement (i.e., inclusive or non-inclusive setting). The results revealed no statistically significant evidence to indicate that students' academic achievement varied based on inclusive versus non-inclusive placement. The only statistically significant differences observed regarded participants enrolled in a general education literature class compared to those participants placed in a special education setting for literature. Implications for practice, limitations of the study, and considerations for future research are discussed. [ABSTRACT FROM AUTHOR] |
| Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 29968957 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement Than Another? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fore%2C+III%2C+Cecil%22">Fore, III, Cecil</searchLink><br /><searchLink fieldCode="AR" term="%22Hagan-Burke%2C+Shanna%22">Hagan-Burke, Shanna</searchLink><br /><searchLink fieldCode="AR" term="%22Burke%2C+Mack+D%2E%22">Burke, Mack D.</searchLink><br /><searchLink fieldCode="AR" term="%22Boon%2C+Richard+T%2E%22">Boon, Richard T.</searchLink><br /><searchLink fieldCode="AR" term="%22Smith%2C+Steve%22">Smith, Steve</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Education+%26+Treatment+of+Children+%28West+Virginia+University+Press%29%22">Education & Treatment of Children (West Virginia University Press)</searchLink>. 2/1/2008, Vol. 31 Issue 1, p55-72. 18p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Education+research%22">Education research</searchLink><br /><searchLink fieldCode="DE" term="%22School+grade+placement%22">School grade placement</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Children+with+learning+disabilities%22">Children with learning disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Education+of+students+with+disabilities%22">Education of students with disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The purpose of this study was to examine classroom placement, inclusive versus non-inclusive, relative to the academic performance of students with specific learning disabilities in secondary content area classrooms. Fifty-seven high school students with learning disabilities were assessed using the Grade Level Short Form of the Multilevel Academic Survey Test (MAST). Their reading and math scores were examined relative to each student's grade level, number of general and special education classes attended, and types of placement (i.e., inclusive or non-inclusive setting). The results revealed no statistically significant evidence to indicate that students' academic achievement varied based on inclusive versus non-inclusive placement. The only statistically significant differences observed regarded participants enrolled in a general education literature class compared to those participants placed in a special education setting for literature. Implications for practice, limitations of the study, and considerations for future research are discussed. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Education & Treatment of Children (West Virginia University Press) is the property of West Virginia University Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=29968957 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1353/etc.0.0018 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 55 Subjects: – SubjectFull: Education research Type: general – SubjectFull: School grade placement Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Children with learning disabilities Type: general – SubjectFull: Education of students with disabilities Type: general – SubjectFull: Secondary education Type: general Titles: – TitleFull: Academic Achievement and Class Placement in High School: Do Students with Learning Disabilities Achieve More in One Class Placement Than Another? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fore, III, Cecil – PersonEntity: Name: NameFull: Hagan-Burke, Shanna – PersonEntity: Name: NameFull: Burke, Mack D. – PersonEntity: Name: NameFull: Boon, Richard T. – PersonEntity: Name: NameFull: Smith, Steve IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 02 Text: 2/1/2008 Type: published Y: 2008 Identifiers: – Type: issn-print Value: 07488491 Numbering: – Type: volume Value: 31 – Type: issue Value: 1 Titles: – TitleFull: Education & Treatment of Children (West Virginia University Press) Type: main |
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