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The What and the Where: An Analysis of Alternate Curriculum Participation and Placements for Secondary Students
The What and the Where: An Analysis of Alternate Curriculum Participation and Placements for Secondary Students
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211152010
- ISBN
- 9798382832814
- DDC
- 371
- 저자명
- Maurer, Karolyn.
- 서명/저자
- The What and the Where: An Analysis of Alternate Curriculum Participation and Placements for Secondary Students
- 발행사항
- [Sl] : University of California, Los Angeles, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 86 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
- 주기사항
- Advisor: Kasari, Connie L.
- 학위논문주기
- Thesis (Ph.D.)--University of California, Los Angeles, 2024.
- 초록/해제
- 요약As per the Individuals with Disabilities Education Improvement Act (2004), students who receive school-based special education services must be educated in the least restrictive environment and participate in the general education curriculum used for instruction of all students. This includes students with extensive support needs who may require more supports and services to access their free and appropriate public education. The present study used longitudinal special education administrative record data from a large school district to review general education access for students with extensive support needs who were educated with alternate curriculum in grades 6-12. The three-part study analyzed timing and dosage of alternate curriculum participation, identified the predictors of school placements and time spent in a general education classroom, and further investigated students who experienced "dual segregation" - those who had a highly restrictive placement while educated with alternate curriculum. First, results showed that, of the 2,192 students who received IEP services for seven years of middle and high school in the district and who were educated with alternate curriculum for at least one of those years, over 68% (n = 1,497) were educated with alternate curriculum for all seven years. Additionally, of the students who were switched from general curriculum to alternate curriculum in middle/high school (n=690), the highest rate of switching occurred in 7th grade (25%). The results of logistic regression found that disability classifications, grade level, free/reduced-priced lunch state, and race/ethnicity were predictors of a more restrictive school placement for students provided instruction with alternate curriculum compared to a traditional public day school. Lastly, results indicated that students with classifications often associated with more behavioral needs (e.g., emotional disorder) or specialized needs (e.g., orthopedic impairment) were more likely than students with intellectual disability to experience dual segregated. Implications for research and practice are discussed.
- 일반주제명
- Special education
- 일반주제명
- Secondary education
- 일반주제명
- Disability studies
- 키워드
- Public education
- 기타저자
- University of California, Los Angeles Education-Special Education Joint Doctoral Program w/CSULA 0884
- 기본자료저록
- Dissertations Abstracts International. 85-12A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
008250123s2024 us c eng d■001000017162417
■00520250211152010
■006m o d
■007cr#unu||||||||
■020 ▼a9798382832814
■035 ▼a(MiAaPQ)AAI31331033
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a371
■1001 ▼aMaurer, Karolyn.
■24510▼aThe What and the Where: An Analysis of Alternate Curriculum Participation and Placements for Secondary Students
■260 ▼a[Sl]▼bUniversity of California, Los Angeles▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a86 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-12, Section: A.
■500 ▼aAdvisor: Kasari, Connie L.
■5021 ▼aThesis (Ph.D.)--University of California, Los Angeles, 2024.
■520 ▼aAs per the Individuals with Disabilities Education Improvement Act (2004), students who receive school-based special education services must be educated in the least restrictive environment and participate in the general education curriculum used for instruction of all students. This includes students with extensive support needs who may require more supports and services to access their free and appropriate public education. The present study used longitudinal special education administrative record data from a large school district to review general education access for students with extensive support needs who were educated with alternate curriculum in grades 6-12. The three-part study analyzed timing and dosage of alternate curriculum participation, identified the predictors of school placements and time spent in a general education classroom, and further investigated students who experienced "dual segregation" - those who had a highly restrictive placement while educated with alternate curriculum. First, results showed that, of the 2,192 students who received IEP services for seven years of middle and high school in the district and who were educated with alternate curriculum for at least one of those years, over 68% (n = 1,497) were educated with alternate curriculum for all seven years. Additionally, of the students who were switched from general curriculum to alternate curriculum in middle/high school (n=690), the highest rate of switching occurred in 7th grade (25%). The results of logistic regression found that disability classifications, grade level, free/reduced-priced lunch state, and race/ethnicity were predictors of a more restrictive school placement for students provided instruction with alternate curriculum compared to a traditional public day school. Lastly, results indicated that students with classifications often associated with more behavioral needs (e.g., emotional disorder) or specialized needs (e.g., orthopedic impairment) were more likely than students with intellectual disability to experience dual segregated. Implications for research and practice are discussed.
■590 ▼aSchool code: 0031.
■650 4▼aSpecial education
■650 4▼aSecondary education
■650 4▼aDisability studies
■653 ▼aDisabilities Education Improvement Act
■653 ▼aPublic education
■653 ▼aLogistic regression
■653 ▼aOrthopedic impairment
■653 ▼aDisability classifications
■690 ▼a0529
■690 ▼a0533
■690 ▼a0201
■71020▼aUniversity of California, Los Angeles▼bEducation-Special Education Joint Doctoral Program w/CSULA 0884.
■7730 ▼tDissertations Abstracts International▼g85-12A.
■790 ▼a0031
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162417▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
