Participation of Students with Disabilities in College Ready Programs

Autor/inn/en	Freeman-Green, Shaqwana; Test, David W.; Holzberg, Debra
Titel	Participation of Students with Disabilities in College Ready Programs
Quelle	In: International Journal of Special Education, 33 (2018) 3, S.715-731 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0827-3383
Schlagwörter	Disabilities; College Preparation; Postsecondary Education; Inclusion; Access to Education; Program Evaluation; Program Effectiveness; Advanced Placement Programs; High School Students; Career Academies; Dual Enrollment; High Schools; At Risk Students; Honors Curriculum; Talent Identification; Intervention + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Post-secondary education; Tertiäre Bildung; Inklusion; Education; Access; Bildung; Zugang; Bildungszugang; Programme evaluation; Programmevaluation; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Berufsakademie; Doppelstudium; Begabtenanalyse; Talentsuche
Abstract	Benefits of graduating with a college degree include higher earnings, lower unemployment rates, improved health, and increased job satisfaction. A number of college-ready programs are offered to help prepare students for postsecondary education and careers (e.g., advanced placement, International Baccalaureate, dual enrollment, Tech Prep); however, little is known about the inclusion of students with disabilities in these programs. This study evaluated 15 college-ready programs to determine if they served students with disabilities, what program evaluation data indicated for students in these programs, and if program evaluation data were disaggregated for students with disabilities, what were the outcomes. Results indicated 12 of the programs resulted in successful preparation for postsecondary education; however, of the 15 programs reviewed, only two disaggregated data for students with disabilities. Implications for practice and directions for future research are discussed. (As Provided).
Anmerkungen	International Journal of Special Education. 2889 Highbury Street, Vancouver, BC V6R 3T7, Canada. Web site: http://www.internationalsped.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01