Inclusion versus Specialized Intervention for Very-Low- Performing Students: What Does Access Mean in an Era of Academic Challenge?

Autor/inn/en	Fuchs, Lynn S.; Fuchs, Douglas; Compton, Donald L.; Wehby, Joseph; Schumacher, Robin F.; Gersten, Russell; Jordan, Nancy C.
Titel	Inclusion versus Specialized Intervention for Very-Low- Performing Students: What Does Access Mean in an Era of Academic Challenge?
Quelle	81 (2015) 2, S.134-157 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Inclusion; Intervention; Special Education; Special Education Teachers; Low Achievement; Arithmetic; State Standards; Elementary School Mathematics; Supplementary Education; Screening Tests; Pretests Posttests; Achievement Gap; Mathematics Achievement; Mathematical Concepts; Program Effectiveness; Grade 4; Wide Range Achievement Test + Suchen Sie Ihr Suchwort? Inklusion; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Unterdurchschnittliche Leistung; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Elementare Mathematik; Schulmathematik; Ergänzungsunterricht; Screening-Verfahren; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The purpose of this analysis was to examine achievement gaps on fractions for very-low-performing students as a function of whether they receive inclusive fraction instruction or specialized fraction intervention and with the shift to Common Core State Standards (CCSS). In three randomized control trials conducted in 3 consecutive years, 203 students who scored at or below the 10th percentile in mathematics (mean standard score ~75) at the start of fourth grade were randomly assigned at the individual level to 12 weeks of inclusive fraction instruction or specialized fraction intervention. In Year 1, the fourth-grade mathematics curriculum was guided by initial state standards; in Years 2 and 3, the state was transitioning to CCSS. In each of the 3 years on each measure, results indicated significantly stronger learning and markedly smaller post-intervention achievement gaps for specialized fraction intervention than for inclusive fraction instruction. Yet, the size of achievement gaps grew over the years in both conditions, as CCSS increased the depth and challenge of the fraction curriculum and produced differentially stronger learning in not-at-risk classmates. Implications are discussed in terms of the provision of services for students with learning disabilities in the era of CCSS and the meaning of "access to the general education curriculum". [This paper was published in "Exceptional Children" (EJ1049289).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01