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Full-Text Articles in Education
Advisor Knowledge Of Disability-Related Needs, Laws, And Accomodation Requirements In Postsecondary Academic Advisement Practices, Rebekah Elizabeth Young
Since the passage of the Rehabilitation Act of 1973 and the Americans with Disabilities Act in 1990, enrollment of students with disabilities in higher education has risen. In 2007-2008, approximately 11% of undergraduate students reported having some type of disability (U.S. NCES, 2012). Since disability disclosure is optional for students in higher education, it is possible that reported enrollment figures are underestimates.
Despite increasingly equitable access to postsecondary education and demonstration of the academic capability necessary for gaining collegiate admission, students with disabilities are less likely to remain enrolled and successfully earn a degree than students without disabilities. Efforts ...
The Challenges Of Inclusion: Perceptions Of Superintendents, Principals, And Teachers In Mississippi Alternative Schools, Gary Lynn Tune
Alternative schools serve a population of students who have come in conflict with the codes of conduct of their home school district. Students with disabilities are subject to the same codes of conduct and occasionally are referred to alternative schools. These referrals constitute a change in placement mandating alternative schools to provide academic and educational services and supports commensurate to the home school. This includes educating students with disabilities in regular classes. This research sought to ascertain perceptions of superintendents, alternative school principals, and regular and special education teachers regarding how well alternative schools in Mississippi meet the challenges of ...
Using Brief Experimental Analyses To Identify Effective Math Interventions For Early Elementary Students, Chelsi Ronatta Clark
athematics difficulties, this study aimed to use a brief experimental analysis (BEA) to identify effective interventions within a response to intervention (RTI) framework. Participants included four lower elementary school students who exhibited marked problems in mathematics. The effects of mathematics interventions to increase mathematic computational fluency and accuracy were assessed during the BEA. The intervention that produced the greatest gains during the BEA was compared to the intervention that produced the least gains during an extended analysis phase. It was hypothesized that: (a) during a BEA of math interventions, students will demonstrate differential responding across interventions; (b) during a BEA ...