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Conceptual framework for the provision of special education services and supports to secondary students with learning disabilities.

机译：为有学习障碍的中学生提供特殊教育服务和支持的概念框架。

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摘要

Historically, adolescents with learning disabilities have struggled with the expected level of academic rigor at the secondary level, resulting in higher dropout rates and poorer postschool options than their nondisabled peers. Developing appropriate special education supports and interventions is vital to changing this result. The research problem examined in this study centered on the effectiveness of a multitiered set of special education services and interventions for the academic progress of ninth-grade students with learning disabilities. The multitiered model presented in this research is based on the premise that more layers of special education support, increased levels of intervention, smaller group size, and increased frequency of service produce greater gains in student achievement in English/language arts. In a multitiered model, students with learning disabilities received multiple levels of intervention combined with layered special education services. The tiers consisted of Tier 1, general education English class; Tier 2, general education intervention program (two periods) or general education English class and one period of special education (learning center); or Tier 3, special education content instruction with one additional period of intervention instruction. Layers of special education support consisted of coplanning, coteaching, direct instruction-nonintensive, and direct instruction-intensive. Using a value-added analysis, the pre- and postintervention results of the state required tests were compared to determine growth in English. In addition, classroom observations using the Classroom Climate Scale as an observational protocol were conducted to determine the extent of the provision of accommodations within the general education classroom. It was predicted that students in Tier 3 would demonstrate the greatest gains, although the results indicated that students in Tier 1 made the highest academic gains in English. Classroom observations demonstrated the importance of effective coplanning and coteaching based on student need. Although the results may not have fully validated the model, it appears to have generated enough questions about the potential benefits of a multitiered method for providing services and intervention to secondary students with learning disabilities to warrant further exploration.
机译：从历史上看，有学习障碍的青少年一直在中等教育水平上难以达到预期的严格水平，导致辍学率更高，而与非残障同龄人相比，上学后的选择也较差。发展适当的特殊教育支持和干预措施对于改变这一结果至关重要。本研究中研究的研究问题集中在九年级有学习障碍学生的学业进步的一套特殊教育服务和干预措施的有效性上。本研究中提出的多层模型基于以下前提：特殊教育支持的更多层次，干预水平的提高，小组规模的减小以及服务频率的增加，在英语/语言艺术方面的学生成绩方面取得了更大的进步。在多层模型中，学习障碍学生接受了多层干预和分层特殊教育服务。等级包括一级，普通教育英语课；第2层，普通教育干预计划（两个阶段）或普通教育英语课和一个特殊教育阶段（学习中心）；或方法3，特殊教育内容教学，以及另外一期的干预教学。特殊教育支持的层次包括共同计划，编舞，非直接指导和直接指导。使用增值分析，比较状态要求测试的干预前和干预后结果，以确定英语的增长。此外，还使用“课堂气候等级”作为观察规程进行了课堂观察，以确定在普通教育教室内提供住宿的程度。可以预料，虽然方法1的学生英语学习成绩最高，但方法3的学生将表现出最大的收获。课堂观察表明，根据学生的需求进行有效的共同计划和编舞的重要性。尽管结果可能尚未完全验证该模型，但它似乎已经引起了关于使用多层方法为学习障碍中学生提供服务和干预的潜在好处的足够疑问，值得进一步探索。

著录项

  • 作者

    Tandberg, Susan Lynette.;

  • 作者单位

    California Lutheran University.;

  • 授予单位 California Lutheran University.;
  • 学科 Special education.;Secondary education.
  • 学位 Ed.D.
  • 年度 2006
  • 页码 217 p.
  • 总页数 217
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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