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Parent Preference Of Time Allocations For Academic Skills, Functional Skills, And Social/Friendship Development For Students Who Are Moderately Or Severely Impaired, Lois Denise Fischer Cranston
Parent Preference Of Time Allocations For Academic Skills, Functional Skills, And Social/Friendship Development For Students Who Are Moderately Or Severely Impaired, Lois Denise Fischer Cranston
Theses and Graduate Projects
Parents of students with moderate and severe/profound impairment were asked to indicate preferences of how educational time should be allocated to the skill clusters of academic skills, functional skills, social/friendship skills, and other educational activities. This study is a replication of two studies conducred by Dr. Susan Hamre-Nietupski at the Universiry of Iowa in 1992 and 1993. The 1992 study was conducted with Dr. John Nietupski and Marlene Srrathe, and rhe 1993 study with the cooperation of the State Department of Iowa. The parents were asked to complete a survey consisting of three components. The components included demographic data, a …
Ascertaining The Long-Term Effectiveness Of Interventions For At Risk Students Using Follow-Up Study Data Of Mounds View Area Learning Center Graduates, Beth A. Dixon
Theses and Graduate Projects
This study examined data to determine the long-term effectiveness of interventions at the Mounds View Area Learning Center (MVALC), an alternative school for at risk students in Shoreview, Minnesota. Interventions, structural, curricular, and personnel modifications to traditional educational approaches, are designed to retain and graduate at risk students. Two questions were posed: l) Have at risk students been able to make a successful transition frorn high school to post-high; and 2) Were the interventions used in helping them succeed in high school helpful after high school? Questionnaires were administered to subjects who graduated between September 1990 and June 1993, having …