Adapting Test Construction for Mainstreamed Mathematics Students

1988 ◽  
Vol 81 (5) ◽  
pp. 388-392
Author(s):  
Jennifer Wingo Miederhoff ◽  
Judy W. Wood
Keyword(s):  
Learning Disabled ◽  
Test Construction ◽  
Mathematics Students ◽  
Handicapped Children ◽  
Emotionally Handicapped ◽  
Mathematics Tests ◽  
Educable Mentally Retarded ◽  
Virginia Commonwealth University ◽  
K 12 ◽  
Regular Classes

Recognizing the need for making adaptations for special students in regular classes, Project Train at Virginia Commonwealth University has developed a model for adapting the curriculum for mildly handicapped children (Wood 1985). The model is generic to all academic subjects and grades K-12. This article focuses on adapting the construction of teacher made mathematics tests for mildly handicapped children, that is, the educable mentally retarded, the emotionally handicapped, and the learning disabled, in the mainstream.

Does Categorical Teacher Certification Benefit the Mildly Handicapped Child?

1987 ◽  
Vol 53 (5) ◽  
pp. 423-431 ◽  
Author(s):  
Douglas Marston
Keyword(s):  
Service Delivery ◽  
Teacher Certification ◽  
Training Programs ◽  
Academic Progress ◽  
Learning Disabled ◽  
Handicapped Child ◽  
Service Delivery Model ◽  
Handicapped Children ◽  
Teacher Training Programs ◽  
Educable Mentally Retarded

The study reported here examined the utility of teacher certification as it relates to the reading achievement of mildly handicapped children. Specifically, this investigation analyzed the question of whether children identified as learning disabled (LD) and educable mentally retarded (EMR) make better academic progress when taught by teachers with certification specific to the student's disability. Results indicated that LD and EMR pupils, when taught by teachers with certification matching child label, did not make significantly greater gains than LD and EMR children instructed by teachers with licenses not matching pupil label. The data support a noncategorical service delivery model with implications for issues involving student identification and teacher training programs.

Teacher Attitudes Associated with the Integration of Handicapped Children

1972 ◽  
Vol 38 (9) ◽  
pp. 677-683 ◽  
Author(s):  
Jay R. Shotel ◽  
Richard P. Iano ◽  
James F. Mcgettigan
Keyword(s):  
Social Adjustment ◽  
Control Group ◽  
Resource Room ◽  
Handicapped Children ◽  
Regular Class ◽  
Organizational Pattern ◽  
Mentally Retarded Children ◽  
Educable Mentally Retarded ◽  
Teachers Attitudes ◽  
Regular Classes

A questionnaire was administered to elementary school regular class teachers to determine the effect of an integrative resource room program on the teachers' attitudes toward handicapped children. The questionnaire was designed to elicit teachers' attitudes toward handicapped children with respect to their integration into the regular program, their potential for academic and social adjustment, the teachers' competencies for teaching the children, and the need for special methods and materials in teaching handicapped children. The experimental group consisted of teachers in schools participating in an integrative resource room program, and the control group consisted of teachers in schools with self contained special classes. The results indicated the resource room program had slight to moderate effects on teachers' attitudes and raised questions concerning the feasibility of integrating educable mentally retarded children into regular classes in schools utilizing the conventional grade organizational pattern.

What's Happening in Self-Contained Special Education Classrooms?

1988 ◽  
Vol 55 (3) ◽  
pp. 259-265 ◽  
Author(s):  
Bob Algozzine ◽  
Catherine V. Morsink ◽  
Kate M. Algozzine
Keyword(s):  
Special Education ◽  
Instructional Methods ◽  
Mentally Retarded ◽  
Learning Disabled ◽  
Communication Patterns ◽  
Personnel Training ◽  
Teacher Communication ◽  
Emotionally Handicapped ◽  
Educable Mentally Retarded ◽  
Special Classes

The purpose of this research was to illustrate and compare the nature of instruction provided in 40 self-contained special classes for students with different categorical classifications. Few differences were indicated in the extent to which teacher communication patterns, learner involvement, and instructional methods were different in classes containing students classified as learning disabled, emotionally handicapped, or educable mentally retarded. The outcomes of this research raise questions about the appropriateness of categorical grouping of students for instruction and relate to issues of personnel training in categorical programs.

Use of Multiple Discriminant Function Analysis in Evaluation of a State-Wide System for Identification of Educationally Handicapped Children

1978 ◽  
Vol 43 (3) ◽  
pp. 743-755 ◽  
Author(s):  
Calvin R. Petersen ◽  
Darrell H. Hart
Keyword(s):  
Discriminant Function ◽  
Discriminant Function Analysis ◽  
Function Analysis ◽  
Learning Disabled ◽  
The State ◽  
Future Research ◽  
Handicapped Children ◽  
Emotionally Handicapped ◽  
Wide System ◽  
Diagnostic Standards

The purpose of this study was to evaluate a state-wide system for the identification of educationally handicapped children through the use of multiple discriminant function analysis. The assessment information upon which diagnostic specialists based their classification decisions was used concurrently to predict the classification decisions which the diagnosticians made for 477 children representing school districts from throughout the State of Utah. The rationale for this procedure was (1) to manifest the variables along with their relative weights upon which the diagnostic classifications were based, (2) to gain evidence of consistency with which diagnostic standards were followed, and (3) to examine how accurately the diagnostic classifications made in the State of Utah could be duplicated statistically. The results indicated that the “mentally retarded,” “culturally disadvantaged,” “slow learner,” and “no-significant-problem” groups could be efficiently identified statistically, but the distinctions between those groups were based almost entirely on the variables of Full Scale IQ and race. The other two classifications of “learning disabled” and “emotionally handicapped” could not be efficiently identified statistically, and the consistency of standards employed for those classifications was questioned. Implications for current practice are discussed and directions for future research are suggested.

A Meta-Analysis of Testing Mode Effects in Grade K-12 Mathematics Tests

2007 ◽  
Vol 67 (2) ◽  
pp. 219-238 ◽  
Author(s):  
Shudong Wang ◽  
Hong Jiao ◽  
Michael J. Young ◽  
Thomas Brooks ◽  
John Olson
Keyword(s):  
Meta Analysis ◽  
Mode Effects ◽  
Mathematics Tests ◽  
Testing Mode ◽  
K 12

Comparison of McCarthy General Cognitive Index and Wisc-R IQ for Educable Mentally Retarded, Learning Disabled, and Normal Children

1980 ◽  
Vol 47 (2) ◽  
pp. 591-596 ◽  
Author(s):  
Jack A. Naglieri
Keyword(s):  
Mentally Retarded ◽  
Learning Disabled ◽  
Full Scale ◽  
Normal Children ◽  
Three Samples ◽  
The Mean ◽  
Educable Mentally Retarded ◽  
The Relationship ◽  
Selection Of

The relationship between the McCarthy General Cognitive Index and the WISC-R Full Scale IQ was examined for 20 educable mentally retarded, 20 learning disabled, and 20 normal children aged 6 to 8½ yr. Selection of children was conducted so that the three groups would be comparable with res pea to age, sex, and race. The mean McCarthy Indexes for the retarded and learning disabled samples were significantly lower than the mean WISC-R Full Scale IQs. When the Index and Full Scale IQ were converted to a common metric and compared, the mean index for the retarded and learning disabled samples remained lower than the Full Scale IQs, although the differences were nonsignificant. The measures correlated significantly for all three samples and ranged from .51 to .82.

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