General Education Participation and Academic Performance of Students with Learning Disabilities. Facts from NLTS2. NCSER 2006-3001

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Autor/in	Newman, Lynn
Institution	National Center for Special Education Research (ED), Washington, DC.
Titel	General Education Participation and Academic Performance of Students with Learning Disabilities. Facts from NLTS2. NCSER 2006-3001
Quelle	(2006), (8 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	General Education; Secondary School Students; Social Adjustment; Academic Achievement; Learning Disabilities; Regular and Special Education Relationship; Inclusive Schools; Mainstreaming; Special Needs Students; Student Experience; Enrollment Trends; Comparative Analysis; Student Adjustment; Access to Education; Student Participation; Teacher Attitudes; Academic Accommodations (Disabilities); Grades (Scholastic); Scores; Standardized Tests; Woodcock Johnson Tests of Achievement + Suchen Sie Ihr Suchwort? Allgemein bildendes Schulwesen; Allgemeinbildung; Sekundarschüler; Soziale Anpassung; Schulleistung; Learning handicap; Lernbehinderung; Inclusive school; Integrative Schule; Sonderpädagogischer Förderbedarf; Studienerfahrung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Education; Access; Bildung; Zugang; Bildungszugang; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Lehrerverhalten; Notenspiegel; Standadised tests; Standardisierter Test
Abstract	This is the second in a series of NLTS2 fact sheets focusing on the experiences and outcomes of youth in a specific disability category. Students with learning disabilities comprise almost two-thirds of those receiving special education services in secondary schools. The majority of these students spend at least part of their day in a general education classroom. National Longitudinal Transition Study-2 (NLTS2) analyses reveal that the percentage of courses students with learning disabilities take in general education classrooms is related to both their academic performance and their social adjustment at school, independent of other differences between students. Including students with disabilities in general education classrooms has been found to be related to beneficial outcomes for both students with disabilities and their general education peers. However, having access to the general education curriculum means more than simply being present in a general education classroom; it means that students' "educational programs are based on high expectations that acknowledge each student's potential and ultimate contribution to society" and that "students with disabilities be provided with the supports necessary to allow them to benefit from instruction" (Nolet and McLaughlin 2000, pp. 2, 9). What are the general education classroom experiences of students with learning disabilities? To what extent do they enroll in general education academic courses? What are the characteristics of general education classroom instruction provided to students with learning disabilities? How well do students with learning disabilities perform in their general education classes and on academic assessments? These questions are addressed in this document, with a focus on secondary school students with learning disabilities. Data from NLTS2 provide a national picture of the general education participation of these students, including their enrollment and experiences in general education classrooms, how their experiences compare with those of their classmates, and their academic performance. Further, comparisons of findings from NLTS2 and the original NLTS reveal changes in general education participation rates for students with learning disabilities from 1987 through 2002. (Contains 5 figures and 10 footnotes.) (ERIC).
Anmerkungen	National Center for Special Education Research. 400 Maryland Avenue SW, Washington, DC 20202. Tel: 800-437-0833; Fax: 202-401-0689; Web site: http://ies.ed.gov/ncser/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10