01). Moderate functioning individuals took 46% of their classes as academic classes and for low-functioning persons only 40% of their classes were academic. When consideration was given to the setting in which the courses was taken it was found that 92% of the sample took at least one class in a special education setting and 69% in a general education setting.
The finding demonstrated that the students took a number of diverse courses within the semester. The courses were taken within the two settings of general and special education. Students with mental retardation however were more likely to do courses in the special education arena rather than the general arena, this finding was significant. Moderate functioning students and students with low functioning were more likely than there high-functioning counterparts to take classes in the special education environment. Where students were doing courses in the general education setting, the academic courses were often modified to suit the limitations of the students. In the general classroom, students with disabilities were less likely to participate in the class activities than their non-disabled classmates. The study found that in the vocational classes there was no significant difference in the instructional experience of students with disabilities and their non-disabled peers.
In general, the majority of the students received grades of C. And below 25% received poor or failing grades. The immediate concern here is that while the instructional experience in some instances is very similar to regular students the outcomes as measured by grades are not the same. This suggests that further study is needed to unearth the mechanisms that will allow students with disabilities to have similar grades to students without.
Overall assessment of the article
This particular study was very interesting and provided some useful descriptive data and analyses of the problem. I liked the study as it explored and area of interest to me. Additionally the study demonstrated that there is not only a practical difference in the delivery of the curriculum to students with disabilities but this difference can be demonstrated statistically.
The procedures used by the researchers could have been articulated with greater clarity. The researchers did not clearly state how the adults determined the level of functioning of the individual. This was important so that it...
Causative Analysis There are several causes to why the students did not pass the state standardized test in mathematics and in language arts. It is strongly believe that the students were not adequately prepared for the test because they had not been completing the required assignments and attending the online classes offered by their teachers. Their lack of School Improvement 7 participation in the class, has lead them to a failing
Secondary Education What is the future like for those who want to become secondary teachers in the coming decades? Quite positive. The baby-boomers are moving into their senior years and the country is becoming more and more gray, yet the teaching profession has not lost its importance. According to the National Center for Education Statistics, between 1998 and 2010, the number of teachers for both elementary and secondary schools is projected
Schools and Education Relate to Broader Social Structures This paper provides a critical evaluation of three texts, Education and Social Change by John Rury, Tearing Down the Gates by Peter Sacks and Learning the Hard Way by Edward W. Morris to identify the authors' purpose for writing these texts, the major arguments presented by the authors, the degree to which the views are supported or refuted by the arguments, and
Implications and Conclusions Suffice is to say the amalgamation of technology in primary school is a two sided-sword saying that one cannot ignore the empirical benefits achieved. It is the responsibility of the education department to set workshops and indulge the teacher in incorporating technology in teaching mathematics to students in primary level. In addition, mathematical competitions should be organized to attract students to take interest in mathematics. References Burrill, G., Allison, J.,
, 2007). The use of the Cognitive Tutor not only enriches students' experience at the academic task-level but also impacts the teachers' instructional practices and relationship with her students (Level 3) A district-wide survey of high school teachers using the program reveals that the Cognitive Tutor allows them more time to provide individual assistance to students; gives them the opportunity to adjust their instructional practices as a result of students progressing
Psychology and Psychotherapy: School Counseling Project(Part A)Step One: School Data SummaryThe data expert for this plan seems to be Mr. Finch (M.T.S.S. coordinator), who has access to high-quality data at all levels. Mr. Finch knows about the district-level and school-level data and would assist in accurately interpreting the data.The school improvement plans/goals are:i. The instructional practice would be based on B.E.S.T. Standards for improving academic grades in Geometry and Algebraii.
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