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Autor/inn/enTheobald, Roddy J.; Goldhaber, Dan D.; Gratz, Trevor M.; Holden, Kristian L.
TitelCareer and Technical Education, Inclusion, and Postsecondary Outcomes for Students with Learning Disabilities
QuelleIn: Journal of Learning Disabilities, 52 (2019) 2, S.109-119 (11 Seiten)Infoseite zur Zeitschrift
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ZusatzinformationWeitere Informationen
Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN0022-2194
DOI10.1177/0022219418775121
SchlagwörterVocational Education; Inclusion; Learning Disabilities; Enrollment; Outcomes of Education; Grade 10; Grade 11; Grade 12; College Bound Students; College Attendance; Academic Persistence; High School Graduates; Longitudinal Studies; Correlation; Regular and Special Education Relationship; Employment Potential; Washington
AbstractWe used longitudinal data from Washington State to investigate the relationships among career and technical education (CTE) enrollment, inclusion in general education, and high school and postsecondary outcomes for students with learning disabilities. We replicated earlier findings that students with learning disabilities who were enrolled in a "concentration" of CTE courses had higher rates of employment after graduation than observably similar students with learning disabilities who were enrolled in fewer CTE courses. We also found that students with learning disabilities who spent more time in general education classrooms in high school had higher rates of on-time graduation, college attendance, and employment than observably similar students with learning disabilities who spent less time in general education classrooms in these grades. (As Provided).
AnmerkungenSAGE 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 vonERIC (Education Resources Information Center), Washington, DC
Update2020/1/01
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