國立虎尾科技大學 |

Special Education Students' Success in World Language.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Special Education Students' Success in World Language./
作者:	Regan, Constance A.
面頁冊數:	1 online resource (115 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355924763

Special Education Students' Success in World Language.
Regan, Constance A.

Special Education Students' Success in World Language. - 1 online resource (115 pages)

Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.

Thesis (Ed.D.)--Wilmington University (Delaware), 2018.

Includes bibliographical references

This study examined the success rates, as measured by grades, of first-time ninth grade students enrolled in Level I world language (WL) classes in one school district in the State of Delaware from 2014-2017. Special education students' grades were compared with their grades in English/Language Arts (ELA) classes, where additional assistance such as support facilitation (push-in co-teaching), co-teaching, and academic support classes were available, and with the success rates of their non-disabled peers. Student success rates were also compared with their teachers' confidence level, as measured by a teacher survey. Across the four years of the study, students with disabilities (SWDs) performed significantly worse in WL than their non-disabled peers, although an additional finding of the study was that SWDs in a resource setting performed significantly better than those in inclusion classes. When comparing grades between WL and ELA classes, the researcher found that SWDs during the first two years of the study performed significantly worse in WL, although the gap closed in the last two years. Non-disabled students showed no significant difference in grades between WL and ELA. Teachers with special education certification self-reported higher levels of confidence than those certified only in their content area, and ELA teachers overall reported higher confidence levels than WL teachers. Only eight teachers assented to being identified with their students' grades, but those teachers' self-reported levels of confidence in working with SWDs correlated negatively (-0.75) with the grades earned by SWDs in their classrooms.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355924763Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Special Education Students' Success in World Language.
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500 $a Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
500 $a Adviser: Linda M. Frazer.
502 $a Thesis (Ed.D.)--Wilmington University (Delaware), 2018.
504 $a Includes bibliographical references
520 $a This study examined the success rates, as measured by grades, of first-time ninth grade students enrolled in Level I world language (WL) classes in one school district in the State of Delaware from 2014-2017. Special education students' grades were compared with their grades in English/Language Arts (ELA) classes, where additional assistance such as support facilitation (push-in co-teaching), co-teaching, and academic support classes were available, and with the success rates of their non-disabled peers. Student success rates were also compared with their teachers' confidence level, as measured by a teacher survey. Across the four years of the study, students with disabilities (SWDs) performed significantly worse in WL than their non-disabled peers, although an additional finding of the study was that SWDs in a resource setting performed significantly better than those in inclusion classes. When comparing grades between WL and ELA classes, the researcher found that SWDs during the first two years of the study performed significantly worse in WL, although the gap closed in the last two years. Non-disabled students showed no significant difference in grades between WL and ELA. Teachers with special education certification self-reported higher levels of confidence than those certified only in their content area, and ELA teachers overall reported higher confidence levels than WL teachers. Only eight teachers assented to being identified with their students' grades, but those teachers' self-reported levels of confidence in working with SWDs correlated negatively (-0.75) with the grades earned by SWDs in their classrooms.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
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650 4 $a Foreign language education. $3 1148430
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710 2 $a Wilmington University (Delaware). $b Education. $3 1186502
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