Parental Satisfaction with Integrated Class Placements of Special Education and General Education Students

1990 ◽  
Vol 11 (4) ◽  
pp. 37-40,36 ◽  
Author(s):  
Sheila Lowenbraun ◽  
Sally Madge ◽  
James Affleck
Keyword(s):  
Special Education ◽  
General Education ◽  
Parental Satisfaction ◽  
Education Students ◽  
General Education Students

Comparing Instructional Contexts of Students with and without Severe Disabilities in General Education Classrooms

1998 ◽  
Vol 64 (3) ◽  
pp. 343-358 ◽  
Author(s):  
Kent R. Logan ◽  
D. Michael Malone
Keyword(s):  
Special Education ◽  
General Education ◽  
Elementary Classrooms ◽  
Severe Disabilities ◽  
Group Instruction ◽  
Education Students ◽  
General Education Students ◽  
Instructional Supports ◽  
Instructional Contexts ◽  
Students With Severe Disabilities

This study compared the instructional contexts of 15 students with severe disabilities who were educated in general education elementary classrooms, and 15 general education students in those same classrooms. Results suggest that (a) different instructional contexts existed for students with severe disabilities; (b) more individualized instructional supports were provided for the students with severe disabilities, including one-to-one instruction, small group instruction provided by special education staff, physical and gestural prompting, and teacher focus on the student with severe disabilities; (c) most of the more individualized supports were provided by special education staff. Implications for supporting students with severe disabilities in general education elementary classrooms are discussed.

Threats of Violence by Students in Special Education

2005 ◽  
Vol 31 (1) ◽  
pp. 107-119 ◽  
Author(s):  
Sebastian G. Kaplan ◽  
Dewey G. Cornell
Keyword(s):  
Special Education ◽  
General Education ◽  
Emotionally Disturbed ◽  
Threat Assessment ◽  
Education Students ◽  
School Suspension ◽  
General Education Students ◽  
Assessment Guidelines ◽  
K 12

We compared threats of violence made by K–12 students in special education (120 cases) or general education (136 cases) in schools that were implementing threat assessment guidelines for managing student threats of violence (Cornell, Sheras, Kaplan, McConville, Posey, Levy-Elkon, et al., 2004; Cornell & Sheras, in press). Students in special education made disproportionately more threats, as well as more severe threats, than peers in general education. Students classified as emotionally disturbed (ED) exhibited the highest threat rates. Nevertheless, use of school suspension as a disciplinary consequence for threats was consistent for students in special and general education, and few students were expelled. Our findings support the use of threat assessment to manage threats of violence by students in special education.

False Recall of Critical Lures in Students with Diagnosed Learning Disabilities

2007 ◽  
Vol 100 (3) ◽  
pp. 713-720 ◽  
Author(s):  
David L. Branch ◽  
Larry D. Hilgert ◽  
Blaine L. Browne ◽  
David M. Monetti
Keyword(s):  
Special Education ◽  
Learning Disabilities ◽  
General Education ◽  
School System ◽  
Special Education Services ◽  
Education Students ◽  
Rural South ◽  
General Education Students ◽  
Education Services ◽  
South Georgia

40 students ( M age = 13.5 yr., SD=1) from a rural south Georgia school system participated. 20 participants (11 boys, 9 girls) were receiving special education services for diagnosed learning disabilities, and 20 were general education students (10 boys, 10 girls). Students attempted to memorize a list of 15 words in 1 min., tried to recall the words, and then repeated the process for each of 10-word lists. As predicted, students with diagnosed learning disabilities recalled fewer words overall and fewer critical lures than did the general education students.

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 Do High-Achieving Students Benefit From Honors College Participation? A Look at Student Engagement for First-Year Students and Seniors

2018 ◽  
Vol 41 (3) ◽  
pp. 217-241 ◽  
Author(s):  
Angie L. Miller ◽  
Amber D. Dumford
Keyword(s):  
Student Engagement ◽  
General Education ◽  
First Year ◽  
Integrative Learning ◽  
Education Students ◽  
First Year Students ◽  
General Education Students ◽  
Honors College ◽  
Faculty Interaction ◽  
College Participation

This study investigates findings from the National Survey of Student Engagement (NSSE), comparing various aspects of student engagement between honors college and general education students. Responses from 1,339 honors college students and 7,191 general education students across 15 different universities suggest a positive impact for honors college participation on reflective and integrative learning, use of learning strategies, collaborative learning, diverse discussions, student–faculty interaction, and quality of interactions for first-year students, even when controlling for student and institutional characteristics. For senior students, honors college participation was related to more frequent student–faculty interaction. Potential experiential and curricular reasons for these differences are discussed, along with implications for educators, researchers, parents, and students.

A quarter-long exercise that introduces general education students to neurophysiology and scientific writing.

1997 ◽  
Vol 272 (6) ◽  
pp. S19 ◽  
Author(s):  
B I Krilowicz ◽  
H Henter ◽  
L Kamhi-Stein
Keyword(s):  
General Education ◽  
Literacy Skills ◽  
Scientific Writing ◽  
Bibliographic Databases ◽  
Education Students ◽  
General Education Students ◽  
Large Numbers ◽  
Writing Assignment ◽  
On Line ◽  
Introductory Biology Course

Providing large numbers of general education students with an introduction to science is a challenge. To meet this challenge, a quarter-long neurophysiology project was developed for use in an introductory biology course. The primary goals of this multistep project were to introduce students to the scientific method, scientific writing, on-line scientific bibliographic databases, and the scientific literature, while improving their academic literacy skills. Students began by collecting data on their own circadian rhythms in autonomic, motor, and cognitive function, reliably demonstrating the predicted circadian changes in heart rate, eye-hand coordination, and adding speed. Students wrote a journal-style article using pooled class data. Students were prepared to write the paper by several methods that were designed to improve academic language skills, including a library training exercise, "modeling" of the writing assignment, and drafting of subsections of the paper. This multistep neurophysiology project represents a significant commitment of time by both students and instructors, but produces a valuable finished product and ideally gives introductory students a positive first experience with science.

Academic, Social, and Behavioral Adjustment for Students Declassified from Special Education

1996 ◽  
Vol 63 (1) ◽  
pp. 89-100 ◽  
Author(s):  
Elaine Carlson ◽  
Lucian Parshall
Keyword(s):  
Special Education ◽  
General Education ◽  
Preliminary Investigation ◽  
Behavioral Adjustment ◽  
Special Education Students ◽  
Department Of Education ◽  
Full Time ◽  
Special Education Services ◽  
Education Students ◽  
The Past

Each year 7% of Michigan's special education students return to full-time general education programs through declassification. In a preliminary investigation of declassification from special education, the authors analyzed data collected by the Michigan Department of Education over the past 5 years. Respondents suggested that, as a group, students declassified from special education are academically, socially, and behaviorally well adjusted; but teachers or counselors of 11% of the declassified students felt that these students continued to require special education services. Within 3 years, 4% of declassified students had returned to special education. Particularly noteworthy were the relatively poor results for declassified students with emotional impairments.

Ongoing Accumulative Criterion Assessment System For Students Of Main General Education

10.12737/5871 ◽  
2014 ◽  
Vol 2 (4) ◽  
pp. 23-30
Author(s):  
������� ◽  
Aleksandr Volodin ◽  
������� ◽  
Anatoliy Bykanov
Keyword(s):  
General Education ◽  
Objective Assessment ◽  
Assessment System ◽  
Education Students ◽  
Application Technology ◽  
General Education Students

The article considers ongoingcriterion assessment system for main general education students� formation of universal educational actions and subject skills during the lesson. Authors present a model of ongoing accumulative criterion assessment of main general education students; define contents, levels and scale of assessment during a lesson; discuss issues of application technology for students� criterion scale based on teacher�s activity on embedding universal educational actions and subject skills and implementation of lesson process charts. Presented material will allow teacher to perform objective assessment of individual trajectory of each student�s formation of universal educational actions and subject skillsat each lesson and on every subject.

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