Effective Approaches in Reducing Reading Discrepancy Scores between Students in General Education and Special Education

Autor/inn/en	Butler, Jeannine M.; Nasser, Karee O.
Titel	Effective Approaches in Reducing Reading Discrepancy Scores between Students in General Education and Special Education
Quelle	In: Journal of Special Education Apprenticeship, 9 (2020) 2, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2167-3454
Schlagwörter	Special Education; General Education; Reading Instruction; Curriculum; State Standards; Reading Achievement; Achievement Gap; Teaching Methods; Team Teaching; Inclusion; Regular and Special Education Relationship; Individualized Instruction; Faculty Development; Teacher Collaboration; Instructional Materials; Institutional Characteristics; Student Characteristics; Low Income Students; Racial Differences; Ethnicity; Elementary Schools; Illinois + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Leseunterricht; Curricula; Lehrplan; Rahmenplan; Leseleistung; Teaching method; Lehrmethode; Unterrichtsmethode; Teamteaching; Inklusion; Individualisierender Unterricht; Lehrerkooperation; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Rassenunterschied; Ethnizität; Elementary school; Grundschule; Volksschule
Abstract	This research study examined curricular and instructional approaches that help students who receive special education services meet common Illinois state standards as measured by annual state standardized testing. Despite having supportive accommodations and modifications, Illinois students who receive special education services have lagged behind their general education peers in meeting academic standards as measured by annual Illinois state testing. Participants included personnel from schools that were identified as being high performing while also having the smallest discrepancy between students in general education and special education. These schools were investigated to determine what approaches they use to have this reduced achievement gap. Teachers and administrators from these schools were interviewed to gain insights regarding effective instructional and curricular methods. The results suggest that schools closing the achievement gap implemented instructional approaches including co-taught and inclusion classrooms, differentiation, and time for professional planning and collaboration. Additionally, these schools offered purchased, researched-based reading curricula that were implemented with high fidelity. Teachers in both special education and general education had the same materials to reference and offer students. Implications for practice and future research directions are reported. (As Provided).
Anmerkungen	Journal of Special Education Apprenticeship. 2496 Prospect Drive, Upland, CA 91784. Tel: 909-985-8578; Fax: 909-985-8578; e-mail: snam@csusb.edu; Web site: http://www.josea.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01