Does Access Matter? Time in General Education and Achievement for Students with Disabilities

Autor/inn/en	Cosier, Meghan; Causton-Theoharis, Julie; Theoharis, George
Titel	Does Access Matter? Time in General Education and Achievement for Students with Disabilities
Quelle	In: Remedial and Special Education, 34 (2013) 6, S.323-332 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932513485448
Schlagwörter	Reading Achievement; Mathematics Achievement; General Education; Correlation; Elementary School Students; Hierarchical Linear Modeling; Longitudinal Studies; Access to Education; Predictor Variables; Multivariate Analysis; Special Education; Time Factors (Learning); Disabilities; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Allgemein bildendes Schulwesen; Allgemeinbildung; Korrelation; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Education; Access; Bildung; Zugang; Bildungszugang; Prädiktor; Multivariate Analyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Handicap; Behinderung
Abstract	This study examined the relationship between hours in general education and achievement in reading and mathematics for students with disabilities. The study population included more than 1,300 students between the ages of 6 and 9 years old within 180 school districts. Hierarchical linear modeling (HLM) was utilized with the Pre-Elementary Education Longitudinal Study (PEELS) data set (Institute of Education Sciences). The relationship between hours in general education and achievement in reading and mathematics was explored while accounting for student- and district-level factors. Results suggest a strong positive relationship between the number of hours students spent in general education and achievement in mathematics and reading. Implications for policy and practice in special education are presented and discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10