Read Books Online and Download eBooks, EPub, PDF, Mobi, Kindle, Text Full Free.
Teacher Perceptions Of Students With Learning Disabilities And Their Participation In Inclusion And Statewide Assessment
Download Teacher Perceptions Of Students With Learning Disabilities And Their Participation In Inclusion And Statewide Assessment full books in PDF, epub, and Kindle. Read online Teacher Perceptions Of Students With Learning Disabilities And Their Participation In Inclusion And Statewide Assessment ebook anywhere anytime directly on your device. Fast Download speed and no annoying ads. We cannot guarantee that every ebooks is available!
Book Synopsis Teacher Perceptions of Students with Learning Disabilities and Their Participation in Inclusion and Statewide Assessment by : Richard Shinn
Download or read book Teacher Perceptions of Students with Learning Disabilities and Their Participation in Inclusion and Statewide Assessment written by Richard Shinn and published by . This book was released on 2000 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of the Achievement of Students with Learning Disabilities on Statewide Assessments by : Maryann T. Gromoll
Download or read book Teacher Perceptions of the Achievement of Students with Learning Disabilities on Statewide Assessments written by Maryann T. Gromoll and published by . This book was released on 2008 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: Each year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement standards (Thompson, Lazarus, Clapper, & Thurlow, 2006). State departments of education are responsible to ensure that teacher competencies and expectations are specific to the achievement of grade level content standards (Thompson, et al., 2006). Educational reform, increased knowledge in the teacher-learning process, and greater access to the general education curriculum require changes in instructional practice. This study investigated special education teachers' perceptions, backgrounds and beliefs related to test performance of third grade students with learning disabilities who passed the reading portion of the state assessment in Florida, the Florida Comprehensive Assessment Test (FCAT). The comparative descriptive research design was used to identify these factors and their effects in the study (Creswell, 2002). Quantitative data collection was used. A survey instrument was developed to include information on teachers' background, beliefs, experience, and perceptions toward statewide assessments. The survey was sent to seventy six third grade teachers of students with learning disabilities. Teachers receiving the survey were categorized into two groups based on the outcome of the 2007 FCAT in reading. Significant differences between teacher responses were found in the areas of professional development for test accommodations, co-teaching, and working with professionals in the general curriculum. Response to survey items on service delivery models indicated that students who spend the majority of time in the general education classroom or in a resource room setting have increased student achievement on statewide assessments. Differences were also found between teachers on questions related to school location, percentage of minority students, students who are eligible for free and reduced lunch, and positions employees held in education by the teachers in the study. One of the most significant findings of this study concluded that increased time spent in the general education classroom and collaboration of special education teachers with general education staff proved to be most beneficial when addressing the needs of students with learning disabilities and statewide assessment. The concept of teacher knowledge base and continued awareness of perceptions andbeliefs addressed in this study allowed for further research investigations.
Book Synopsis The inclusion of students with disabilities and limited English proficient students in large-scale assessments a summary of recent progress by :
Download or read book The inclusion of students with disabilities and limited English proficient students in large-scale assessments a summary of recent progress written by and published by DIANE Publishing. This book was released on with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Administrator and Teacher Perceptions of the Inclusion of Students with Learning Disabilities in Regular Education Classrooms in Nebraska by : Linda S. Wanzenried
Download or read book Administrator and Teacher Perceptions of the Inclusion of Students with Learning Disabilities in Regular Education Classrooms in Nebraska written by Linda S. Wanzenried and published by . This book was released on 1998 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Impact of Various Stakeholders' Participation in Education Policies and Implementation Practices for Students with Learning Disabilities by : Elaine L. Baker
Download or read book The Impact of Various Stakeholders' Participation in Education Policies and Implementation Practices for Students with Learning Disabilities written by Elaine L. Baker and published by . This book was released on 2015 with total page 94 pages. Available in PDF, EPUB and Kindle. Book excerpt: The research study sought to understand the impact of certain stakeholders' input in education policies and implementation practices affecting students with Learning Disabilities (LD). The study examines policies and procedures in regard to public participation and actual levels of parental and community participation in three school districts; teachers' perceptions of parental and community engagement and the learning environment of students with LD; and the role of organizations providing education services to students in the school districts' service areas. A mixed approach was employed. The qualitative methods permitted the investigation and analysis of school districts' governing bodies by (1) comparing their school boards of trustees' public participatory policies and processes and board meeting minutes, and (2) conducting semi-structured interviews with board of trustee members and leaders of local organizations who provide educational services to students with or without a disability. The quantitative methods were employed (1) to compare data containing academic performance outcomes for students with disabilities (SDs) and the school districts' state assessment results, (2) to examine the level of, and opportunity for, public participation in education policy decisions at board meetings and parental involvement in the implementation of education programs, and (3) to better understand whether the levels of public and parental participation impact teacher' perceptions of students with LD. The findings demonstrate that the level of public participation in education policies for students with LD varied and there was no evidence that the school district with the higher academic performance had greater overall public participation. The findings confirmed the evidence present in the literature in terms of the positive impact of parental involvement in policy and program decisions that affect their child's education. The final findings showed a need for advocacy by parents of students with LD; training for all teachers in effective teaching techniques for students with LD; and a need for additional organizations and volunteers to provide education services for students with LD because these organizations provide a level of individualized assistance that school classroom teachers struggle to offer due to class sizes. Given the continual academic lag of SDs, and the demonstrated gaps in the learning environments for students with LD, a model Learning Disability Partnership Framework that aimed specifically to benefit students with LD, offers communities a collaborative approach to mitigate the needs of this vulnerable population of students.
Book Synopsis Keeping Score for All by : National Research Council
Download or read book Keeping Score for All written by National Research Council and published by National Academies Press. This book was released on 2004-09-02 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: U.S. public schools are responsible for educating large numbers of English language learners and students with disabilities. This book considers policies for including students with disabilities and English language learners in assessment programs. It also examines the research findings on testing accommodations and their effect on test performance. Keeping Score for All discusses the comparability of states' policies with each other and with the National Assessment of Educational Progress (NAEP) policies and explores the impact of these differences on the interpretations of NAEP results. The book presents a critical review of the research literature and makes suggestions for future research to evaluate the validity of test scores obtained under accommodated conditions. The book concludes by proposing a new framework for conceptualizing accommodations. This framework would be useful both for policymakers, test designers, and practitioners in determining appropriate accommodations for specific assessments and for researchers in planning validity studies.
Book Synopsis Assessment as a service not a place by : Anne M. Hayes
Download or read book Assessment as a service not a place written by Anne M. Hayes and published by RTI Press. This book was released on 2020-04-12 with total page 20 pages. Available in PDF, EPUB and Kindle. Book excerpt: The World Health Organization and World Bank (2011) estimate that there are more than 1 billion people with disabilities in the world. To address this population’s diverse needs, the United Nations drafted their Convention on the Rights of Persons with Disabilities (CRPD) in 2006. Article 24 (Education) of the CRPD requires ratifying countries to develop an inclusive education system to address the educational needs of students with disabilities alongside their peers without disabilities. Despite substantive improvements and movement toward inclusive education, many low- and middle-income countries (LMICs) continue to struggle with accurately identifying and supporting students with disabilities, including knowing how to effectively screen, evaluate, and qualify students for additional services (Hayes, Dombrowski, Shefcyk, & Bulat, 2018a). These challenges stem from the lack of policies, practices, and qualified staff related to screening and identification. As a result, many students with less-apparent disabilities—such as children with learning disabilities—remain unidentified and do not receive the academic supports they need to succeed in school (Friend & Bursuck, 2012). This guide attempts to address the lack of appropriate, useful disability screening and identification systems and services as countries look to educate all students in inclusive settings. Specifically, this guide introduces viable options for screening and identification related to vision, hearing, and learning disabilities in inclusive classrooms in LMICs. It also provides guidance on how LMICs can transition from an assessment-center model toward a school-based identification model that better serves an inclusive education system.
Book Synopsis Teacher Perceptions of the Relationship of Accommodations for Students with Learning Disabilities and Academic Achievement by : Eurgentine Jackson Hanson
Download or read book Teacher Perceptions of the Relationship of Accommodations for Students with Learning Disabilities and Academic Achievement written by Eurgentine Jackson Hanson and published by . This book was released on 2004 with total page 90 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions and Students with Learning Disabilities Perceptions of Academic Motivation, Academic Skills, Study Skills, and Classroom Engagement by : Deborah Anne Wilson Banker
Download or read book Teacher Perceptions and Students with Learning Disabilities Perceptions of Academic Motivation, Academic Skills, Study Skills, and Classroom Engagement written by Deborah Anne Wilson Banker and published by . This book was released on 2007 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book All Kids Count written by Julia K. Landau and published by . This book was released on 1998 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis DisCrit—Disability Studies and Critical Race Theory in Education by : David J. Connor
Download or read book DisCrit—Disability Studies and Critical Race Theory in Education written by David J. Connor and published by Teachers College Press. This book was released on 2016 with total page 289 pages. Available in PDF, EPUB and Kindle. Book excerpt: This groundbreaking volume brings together major figures in Disability Studies in Education (DSE) and Critical Race Theory (CRT) to explore some of today’s most important issues in education. Scholars examine the achievement/opportunity gaps from both historical and contemporary perspectives, as well as the overrepresentation of minority students in special education and the school-to-prison pipeline. Chapters also address school reform and the impact on students based on race, class, and dis/ability and the capacity of law and policy to include (and exclude). Readers will discover how some students are included (and excluded) within schools and society, why some citizens are afforded expanded (or limited) opportunities in life, and who moves up in the world and who is trapped at the “bottom of the well.” Contributors: D.L. Adams, Susan Baglieri, Stephen J. Ball, Alicia Broderick, Kathleen M. Collins, Nirmala Erevelles, Edward Fergus, Zanita E. Fenton, David Gillborn, Kris Guitiérrez, Kathleen A. King Thorius, Elizabeth Kozleski, Zeus Leonardo, Claustina Mahon-Reynolds, Elizabeth Mendoza, Christina Paguyo, Laurence Parker, Nicola Rollock, Paolo Tan, Sally Tomlinson, and Carol Vincent “With a stunning set of authors, this book provokes outrage and possibility at the rich intersection of critical race, class, and disability studies, refracting back on educational policy and practices, inequities and exclusions but marking also spaces for solidarities. This volume is a must-read for preservice, and long-term educators, as the fault lines of race, (dis)ability, and class meet in the belly of educational reform movements and educational justice struggles.” —Michelle Fine, distinguished professor of Critical Psychology and Urban Education, The Graduate Center, CUNY “Offers those who sincerely seek to better understand the complexity of the intersection of race/ethnicity, dis/ability, social class, and gender a stimulating read that sheds new light on the root of some of our long-standing societal and educational inequities.” —Wanda J. Blanchett, distinguished professor and dean, Rutgers University, Graduate School of Education
Book Synopsis Teachers' Perceptions on the Inclusion of Specific Learning Disabled Students in Standards-based, High-stakes Assessments by : Jean Kepner
Download or read book Teachers' Perceptions on the Inclusion of Specific Learning Disabled Students in Standards-based, High-stakes Assessments written by Jean Kepner and published by . This book was released on 2011 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study identified the intended and unintended consequences of high-stakes standardized testing for Specific Learning Disabled students and their seventh and eighth grade general and special education teachers. The research was conducted in four rural, south central school districts in two Pennsylvania counties. Data were collected from 11 special education and 26 general education seventh and eighth grade teachers through the use of online surveys and six teacher interviews. The results indicated that the teachers were dedicated to their profession and their students. They were willing to be held accountable for the academic success of their Specific Learning Disabled students. They were willing to participate in new programs and take on additional teaching responsibilities to assist the students. Results generated by high-stakes standardized testing were viewed as valuable for instruction and progress monitoring. In addition to the benefits of the testing, negative influences were also reported. Poor test results' sanctions were viewed as generating testing anxiety and lowered self-esteem in students and job dissatisfaction for the educators. Students who did not achieve proficient or advanced scores on the testing were not provided with educational opportunities that were available to their peers who did achieve advanced or proficient scores. Most of the teachers believed in the necessity of the testing for their SLD students, but did not feel that its benefits outweighed its detractions.
Book Synopsis Investigating Students with Learning Disabilities and Their Perceptions Toward Service Delivery by : Andrea Chambers Wasiluk
Download or read book Investigating Students with Learning Disabilities and Their Perceptions Toward Service Delivery written by Andrea Chambers Wasiluk and published by . This book was released on 2001 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of the Influence that No Child Left Behind Has on State Assessment of Students with Disabilities by : Charlesa A. Easter-Pierce
Download or read book Teacher Perceptions of the Influence that No Child Left Behind Has on State Assessment of Students with Disabilities written by Charlesa A. Easter-Pierce and published by . This book was released on 2009 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Whatever Happened to Inclusion? by : Phil Smith
Download or read book Whatever Happened to Inclusion? written by Phil Smith and published by Disability Studies in Education. This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Law, policy, and practice in the United States has long held that students with disabilities - including those with intellectual disabilities - have the right to a free and appropriate public education, in a non-restrictive environment. Yet very few of these students are fully included in general education classrooms. Educational systems use loopholes to segregate students; universities regularly fail to train teachers to include students; and state regulators fail to provide the necessary leadership and funding to implement policies of inclusion. Whatever Happened to Inclusion? reports on the inclusion of students with intellectual disabilities from national and state perspectives, outlining the abject failure of schools to provide basic educational rights to students with significant disabilities in America. The book then describes the changes that must be made in teacher preparation programs, policy, funding, and local schools to make the inclusion of students with intellectual disabilities a reality.
Book Synopsis Teacher Perceptions about the Influence of Formative Assessment on the Reading Gains of Fourth Grade Students with Disabilities by : Juli Mulcahy
Download or read book Teacher Perceptions about the Influence of Formative Assessment on the Reading Gains of Fourth Grade Students with Disabilities written by Juli Mulcahy and published by . This book was released on 2010 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Resources in Education written by and published by . This book was released on 2001 with total page 748 pages. Available in PDF, EPUB and Kindle. Book excerpt:
