Education Commons^™

Do Students With Learning Disabilities View Their Self-Concept More Positively In A Private Day School For Special Needs Versus Students In An Inclusive Public School Classroom?, Jennifer L. Wierski

Theses and Dissertations

"An individual's self-concept is the core of his personality. It affects every aspect of human behavior: the ability to learn, the capacity to grow and change. A strong positive self-image is the best possible preparation for success in life" (Brothers, date unknown). The following paper addressed the three competencies of self-concept in students with learning disabilities: academic, physical and social. The construct of self-concept was compared in students with learning disabilities in a self-contained versus inclusive classroom environment, The author supported the findings through research contained in academic and professional journals and quantitative data gathered from the completion of the …

An Exploratory Study Of Rates Of Progress In Early Reading Skills In An Inclusive Classroom As Measured By Dibels Indicators, Tracy Deangelo

Theses and Dissertations

The purpose of this study was to determine if inclusion of special education students impacted the rate of progress made within the kindergarten classroom. The Dynamic Indicators of Basic Literacy Skills (DIBELS) was used to measure progress. DIBELS is a set of standardized, individually administered measures of early literacy development that can identify children at risk for reading difficulties and monitor the effectiveness of remediation programs.

Kindergarten students from Harrison Township Elementary School were the participants of this study. The progress made by 22 students within a morning noninclusive class was compared to the progress made by 18 students within …

An Exploratory Study To Determine Best Practices In Implementing Response To Intervention, Nikki Allison Renella

Theses and Dissertations

Prior to the reauthorization of the Individuals with Disabilities Education Improvement Act (IDEA) in 2004, the only operational definition for determining eligibility as a child having a Specific Learning Disability (SLD) was to determine if a severe discrepancy existed between a child's achievement and intellectual ability. Concerns with the IQ discrepancy model have led to changes in the special education code to also include a child's response to scientific, researched-based interventions as adequate criteria to determine a Learning Disability. This process is called Response to Intervention (RTI).

The purposes of this exploratory investigation were to (a) determine the elements that …