Clarifying the Policy Contexts of Statewide Testing and Accountability and Their Impact on Secondary-Level Students with Disabilities

2001 ◽  
Vol 26 (4) ◽  
pp. 51-63 ◽  
Author(s):  
Jane L. Krentz ◽  
Ann T. Clapper ◽  
Martha L. Thurlow ◽  
David R. Johnson
Keyword(s):  
Students With Disabilities ◽  
Secondary Level ◽  
Statewide Testing

From Enrollment to Membership: “Belonging” in Middle and High School Classes

1997 ◽  
Vol 22 (1) ◽  
pp. 1-15 ◽  
Author(s):  
Roberta F. Schnorr
Keyword(s):  
High School ◽  
General Education ◽  
Students With Disabilities ◽  
General Class ◽  
Secondary Level ◽  
Severe Disabilities ◽  
Education Students ◽  
General Education Students ◽  
Class Participation

This study examined the meaning of “belonging” or membership in four secondary level general education classes. One or two students with moderate or severe disabilities were enrolled in each of these classes. Participant observations and interviews were used to gain an understanding of participation and membership from the perspectives of students without disabilities who attended these classes. Findings indicated that student membership depends on affiliation with a subgroup of peers within the class. General class participation and interactions influenced an individual's status within the group, but were not enough to create member status. General education students also reported taking active steps when they joined a class to get connected with a subgroup. In these classes, only two students with disabilities connected with subgroups and were, therefore, viewed as members. Considerations are offered for promoting classroom membership for students with moderate or severe disabilities.

scholarly journals Combining Tier 2 and Tier 3 Supports for Students with Disabilities in General Education Settings

2016 ◽  
Vol 2 (2) ◽  
pp. 331 ◽  
Author(s):  
K. Sandra MacLeod ◽  
Leanne S. Hawken ◽  
Robert E. O'Neill ◽  
Kaitlin Bundock
Keyword(s):  
General Education ◽  
Problem Behavior ◽  
Students With Disabilities ◽  
Problem Behaviors ◽  
Secondary Level ◽  
Tier 2 ◽  
Research And Practice ◽  
Tier 2 Interventions ◽  
Teachers And Students ◽  
Tier 3

<p>Secondary level or Tier 2 interventions such as the Check-in Check-out (CICO) intervention effectively reduce problem behaviors of students who are non-responsive to school-wide interventions. However, some students will not be successful with Tier 2 interventions. This study investigated the effects of adding individualized function-based support for four students with disabilities who were not successful in general education settings while receiving only a secondary level intervention. Results indicated that the combination of secondary and individualized function-based interventions effectively decreased problem behavior for all participants. Teachers and students rated the interventions as acceptable and effective. Research and practice implications are discussed.</p>

Using an Ever–English Learner Framework to Examine Disproportionality in Special Education

2017 ◽  
Vol 84 (1) ◽  
pp. 76-96 ◽  
Author(s):  
Ilana M. Umansky ◽  
Karen D. Thompson ◽  
Guadalupe Díaz
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Administrative Data ◽  
Discrete Time ◽  
English Learners ◽  
Secondary Level ◽  
Data Sets ◽  
English Learner ◽  
Disability Categories ◽  
Overrepresentation In Special Education

Whereas most existing research has examined the prevalence of current English learners (ELs) in special education, we propose and test the use of the ever-EL framework, which holds the subgroup of EL students stable by following all students who enter school classified as ELs. Drawing on two administrative data sets, discrete-time hazard analyses show that whereas current EL students are overrepresented in special education at the secondary level, students who enter school as ELs are significantly underrepresented in special education overall and within most disability categories. Reclassification patterns, in part, explain these findings: EL students with disabilities are far less likely than those without disabilities to exit EL services, resulting in large proportions of dually identified students at the secondary level. These findings shed new light on EL under- and overrepresentation in special education and offer insights into policies and practices that can decrease EL special education disproportionality.

Navigating the Evidence-Based Practice Maze

2012 ◽  
Vol 48 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Valerie L. Mazzotti ◽  
Dawn R. Rowe ◽  
David W. Test
Keyword(s):  
Decision Making ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Teaching Practices ◽  
Research Evidence ◽  
Evidence Based Practice ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Statewide Testing ◽  
Education Movement

Factors such as the standards-based education movement, mandated participation in statewide testing, and inclusion have forced an increased focus on improving outcomes for students with disabilities. There are many determinants of postschool success for students with disabilities; however, teachers primarily have control over only one, teaching practices and programs. As a result, it is important that teachers choose and implement practices that have proven successful for secondary students with disabilities. This article guides teachers through the process of navigating the evidence-based practice maze to identify evidence-based practices and programs for secondary students with disabilities. Particularly, it addresses the need to (a) follow a research-based framework (i.e., Kohler’s Taxonomy), (b) use practices with the best available research evidence to support effectiveness, and (c) use data-based decision making to guide use of evidence-based practices.

Effects of a Computerized Program on Use of the Test-Taking Strategy by Secondary Students with Disabilities

2009 ◽  
Vol 32 (3) ◽  
pp. 165-179 ◽  
Author(s):  
Paula E. Lancaster ◽  
Jean B. Schumaker ◽  
Sean J. C. Lancaster ◽  
Donald D. Deshler
Keyword(s):  
Learning Disabilities ◽  
Students With Disabilities ◽  
Secondary Students ◽  
Secondary Level ◽  
Students With Learning Disabilities ◽  
Test Taking ◽  
Competency Testing ◽  
Quasi Experimental ◽  
Test Taking Strategy ◽  
Current Emphasis

Students with disabilities must meet many testing demands, given the current emphasis on accountability and state competency testing. The purpose of this project was to develop and field test a computerized program to teach the Test-Taking Strategy (Hughes, Schumaker, Deshler, & Mercer, 1988) to secondary-level students with disabilities. The original instruction for the Test-Taking Strategy, validated by Hughes and Schumaker (1991), was transformed into a computerized format based on input from students, teachers, design experts, and technical consultants. A quasi-experimental design utilizing intact classes of students with learning disabilities at both the junior-high and high-school levels was employed to determine the effects of the program. Results showed the computerized program was effective in teaching students to use the Test-Taking Strategy. Statistical differences were found between the posttests of the two groups related to their knowledge of the Test-Taking Strategy, use of the strategy steps on tests, and ability to think aloud about their use of the strategy in a test-taking situation. No differences were found between gains made by junior- and senior-high students in the experimental groups. Further research is warranted to determine if this medium is effective for teaching students other types of strategies.

The Flexibility of Self Regulated Strategy Development for Teaching Argumentative Text

2017 ◽  
Vol 53 (2) ◽  
pp. 81-87 ◽  
Author(s):  
Patricia A. Leins ◽  
Yojanna Cuenca-Carlino ◽  
Sharlene A. Kiuhara ◽  
Laura Thompson Jacobson
Keyword(s):  
Language Arts ◽  
Students With Disabilities ◽  
Special Education Teachers ◽  
English Language ◽  
Writing Skills ◽  
Secondary Level ◽  
Strategy Development ◽  
Evidence Based ◽  
Argumentative Text ◽  
And Mathematics

An increasing challenge for many secondary special education teachers is preparing students for the writing demands in postsecondary settings. The self-regulated strategy development (SRSD) model of writing instruction, considered an evidence-based practice, is an effective strategy for enhancing the writing skills of students with disabilities, such as learning disabilities or behavioral disorders, at the secondary level. This article discusses the flexibility and practicality of the SRSD model by describing ways in which secondary teachers can effectively use this strategy to enhance the argumentative writing skills of their students in English language arts, science, history, and mathematics and to teach students how to self-advocate through writing. Information about supports, materials, and other resources for teachers to utilize are included.

Prevalence of Accommodations for Students with Disabilities Participating in a Statewide Testing Program

2001 ◽  
Vol 26 (2) ◽  
pp. 21-28 ◽  
Author(s):  
John Bielinski ◽  
James E. Ysseldyke ◽  
Sara Bolt ◽  
Melodie Friedebach ◽  
James Friedebach
Keyword(s):  
Students With Disabilities ◽  
Testing Program ◽  
Statewide Testing

Artificial intelligence for students in postsecondary education

AI Matters ◽  
2020 ◽  
Vol 6 (3) ◽  
pp. 17-29
Author(s):  
Natalina Martiniello ◽  
Jennison Asuncion ◽  
Catherine Fichten ◽  
Mary Jorgensen ◽  
Alice Havel ◽  
...  
Keyword(s):  
Artificial Intelligence ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Secondary Students ◽  
Secondary Level ◽  
Advisory Board ◽  
Post Secondary ◽  
Post Secondary Students

AI-based apps can facilitate learning for all post-secondary students and may also be useful for students with disabilities. Here we share some reflections from discussions that took place during two advisory board meetings on the use of such apps for students with disabilities at the post-secondary level.

They Have a Write to Go To College Too: Challenges for Secondary Level Students

2009 ◽  
Vol 16 (1) ◽  
pp. 9-13
Author(s):  
Joan Aker
Keyword(s):  
Language Development ◽  
Writing Process ◽  
Secondary Level ◽  
Written Language ◽  
Language Disabilities ◽  
Written Language Development

Abstract Children with language disabilities at the secondary level experience significant difficulty in all components of the writing process. This article discusses issues contributing to student’s difficulty in writing as well as suggestions for how to support written language development in this population.

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