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Special Education Students' Success in World Language.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Special Education Students' Success in World Language./
Author:	Regan, Constance A.
Description:	1 online resource (115 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-09(E), Section: A.
Subject:	Special education. -
Online resource:	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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245 1 0 $a Special Education Students' Success in World Language.
264 0 $c 2018
300 $a 1 online resource (115 pages)
336 $a text $b txt $2 rdacontent
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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
650 4 $a Special education. $3 567627
650 4 $a Foreign language education. $3 1148430
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0444
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Wilmington University (Delaware). $b Education. $3 1186502
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10814865 $z click for full text (PQDT)