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Full-Text Articles in Rural Sociology
Technology And Communications Coursework: Facilitating The Progression Of Students With Learning Disabilities Through High School Science And Math Coursework, Dara Shifrer, Rebecca Callahan
Technology And Communications Coursework: Facilitating The Progression Of Students With Learning Disabilities Through High School Science And Math Coursework, Dara Shifrer, Rebecca Callahan
Sociology Faculty Publications and Presentations
Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework—traditionally considered nonacademic coursework—than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as technology and communications courses, is associated with improved science and math course taking outcomes for …
Disproportionality And Learning Disabilities: Parsing Apart Race, Socioeconomic Status, And Language, Dara Shifrer, Chandra Muller, Rebecca Callahan
Disproportionality And Learning Disabilities: Parsing Apart Race, Socioeconomic Status, And Language, Dara Shifrer, Chandra Muller, Rebecca Callahan
Sociology Faculty Publications and Presentations
The disproportionate identification of learning disabilities among certain sociodemographic subgroups, typically groups that are already disadvantaged, is perceived as a persistent problem within the education system. The academic and social experiences of students who are misidentified with a learning disability may be severely restricted, whereas students with a learning disability who are never identified are less likely to receive the accommodations and modifications necessary to learn at their maximum potential. The authors use the Education Longitudinal Study of 2002 to describe national patterns in learning disability identification. Results indicate that sociodemographic characteristics are predictive of identification with a learning disability. …