Reintegrating Students with Learning Disabilities into the Mainstream: A Two-Year Study.

Autor/inn/en	Fuchs, Douglas; und weitere
Institution	Vanderbilt Univ., Nashville, TN. Peabody Coll.
Titel	Reintegrating Students with Learning Disabilities into the Mainstream: A Two-Year Study.
Quelle	(1995), (59 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Curriculum Based Assessment; Elementary Secondary Education; Inclusive Schools; Learning Disabilities; Mainstreaming; Mathematics Instruction; Outcomes of Education; Program Effectiveness; Reentry Students; Remedial Instruction; Resource Room Programs; Student Placement; Transitional Programs + Suchen Sie Ihr Suchwort? Inclusive school; Integrative Schule; Learning handicap; Lernbehinderung; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Zweiter Bildungsweg; Förderkurs; Schülerpraktikum
Abstract	This study evaluated the short-term and long-term effects of three variants of a case-by-case process for readying students with learning disabilities to move successfully from resource rooms to regular classrooms for math instruction. Twenty-seven special educators from 21 elementary and middle schools and their 47 students with learning disabilities were assigned randomly to one of three experimental conditions or a control group. In the experimental conditions, students were prepared for the transition by use of curriculum-based measurement and transenvironmental programming, each alone and in combination. Educational placement, math achievement, and student attitudes about reintegration were assessed in special and regular education settings. Teachers using the more complex and labor-intensive variants of the case-by-case process were more successful at moving students across settings and fostering greater math achievement and positive attitude change, especially while the students were still in special education. Nevertheless, at 1-year follow up, about half of the 47 students had never been integrated or were moved to the mainstream temporarily, only to be returned to special education. One reason for the relatively high return rate may have been that reintegrated students' math achievement slowed considerably in the mainstream. Implications are discussed. Study data are presented in nine tables and one figure. (Contains 49 references.) (Author/DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01