DOCSLIB.ORG

Instructional Contexts, Programs, and Participation of Secondary School Students with Disabilities

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Instructional Contexts, Programs, and Participation of Secondary School Students with Disabilities December 2003 GOING TO SCHOOL: INSTRUCTIONAL CONTEXTS, PROGRAMS, AND PARTICIPATION OF SECONDARY SCHOOL STUDENTS WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Prepared for: Office of Special Education Programs U.S. Department of Education NLTS2 has been funded with Federal funds from the U.S. Department of Education, Office of Special Education Programs, under contract number ED-00-CO-0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. SRI International ® 333 Ravenswood Avenue Menlo Park, CA 94025 December 2003 GOING TO SCHOOL: INSTRUCTIONAL CONTEXTS, PROGRAMS, AND PARTICIPATION OF SECONDARY SCHOOL STUDENTS WITH DISABILITIES A Report from the National Longitudinal Transition Study-2 (NLTS2) Prepared for: Office of Special Education Programs U.S. Department of Education Prepared by: Mary Wagner, Lynn Newman, Renée Cameto, Phyllis Levine, and Camille Marder SRI Project P11182 NLTS2 has been funded with Federal funds from the U.S. Department of Education, Office of Special Education Programs, under contract number ED-00-CO-0003. The content of this publication does not necessarily reflect the views or policies of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. SRI International ® 333 Ravenswood Avenue Menlo Park, CA 94025 ACKNOWLEDGMENTS In a time when educators in America’s schools are under more pressure than ever before to improve the academic performance of their students, we are enormously indebted to the thousands of teachers and other school staff who have supported the National Longitudinal Transition Study-2 (NLTS2) by providing the information reported in this document. Their commitment to their students with disabilities has sparked their generosity in completing detailed questionnaires about the students’ schools, school programs, and classroom experiences. Our hats are off also to the parents and guardians of the more than 9,000 youth with disabilities included in NLTS2 for their time, openness, and insights in telling their children’s stories. In addition, NLTS2 relies on the contributions of a large team in collecting, processing, and finding meaning in the information school staff have provided. The authors’ sincere thanks go to: • Pat Gonzalez and Lou Danielson of the Office of Special Education Programs, U.S. Department of Education for their leadership and guidance in helping make NLTS2 and the OSEP longitudinal studies program such a valuable asset to our field. • To Kathryn Valdes, Hal Javitz, Peter Godard, Cynthia Williamson, Mary McCracken, James VanCampen, and the rest of SRI’s programming and data management team, whose technical expertise and responsiveness to innumerable and sometimes frantic analysts’ requests makes a huge analytic task manageable. • To Marion Collins, Klaus Krause, Roxanne Jones, and the rest of SRI’s administrative team for their unfailing support in bringing the study’s products to the public. • To Victor Nolet and Allen Phelps, who reviewed this report, and to our many colleagues in the research, policy, practitioner, parent, and advocacy communities who have contributed their time and ideas to NLTS2 along the way. i ii CONTENTS Acknowledgments ............................................................................................................. i Executive Summary ....................................................................................................... ES-1 1. Assessing the Classroom Experiences of Students with Disabilities during Secondary School, by Mary Wagner .................................................................. 1-1 Research Questions .................................................................................................... 1-2 Information Sources .................................................................................................... 1-2 Parents .................................................................................................................. 1-2 School Staff ........................................................................................................... 1-2 Technical Notes .......................................................................................................... 1-4 Organization of the Report .......................................................................................... 1-4 2. The Education-Related Histories of Secondary School Students with Disabilities, by Mary Wagner ..................................................................................... 2-1 Early Experiences with Services for a Disability ......................................................... 2-1 School Mobility ............................................................................................................ 2-2 Grade-Level Progression ............................................................................................ 2-3 Disciplinary Problems .................................................................................................. 2-4 Disability Variations in Education-Related Histories ................................................... 2-5 Demographic Variations in Education-Related Histories ............................................ 2-6 Summary ..................................................................................................................... 2-8 3. The Schools Attended by Secondary School Students with Disabilities, by Mary Wagner and Phyllis Levine ............................................................................ 3-1 Type of School Attended ............................................................................................. 3-2 School and Class Size ................................................................................................ 3-2 Student Body Characteristics ...................................................................................... 3-3 School Resources ....................................................................................................... 3-5 Staff ....................................................................................................................... 3-5 Programs to Support Student Learning and Development .................................... 3-7 Computer Technology ........................................................................................... 3-9 Special Education Placement Options .................................................................. 3-9 Supports for General Education Teachers ............................................................ 3-10 School Policies ............................................................................................................ 3-11 Schoolwide Initiatives ............................................................................................ 3-12 Standardized Testing ............................................................................................ 3-12 Social Promotion ................................................................................................... 3-14 Discipline Policy: Alternative Placements and Services ........................................ 3-15 School Climate ............................................................................................................ 3-15 Summary ..................................................................................................................... 3-18 iii 4. An Overview of the School Programs of Secondary School Students with Disabilities, by Mary Wagner ............................................................................. 4-1 Grade Level ................................................................................................................. 4-1 Receipt of Special Education Services ....................................................................... 4-1 Students’ Course Taking ............................................................................................. 4-2 Instructional Settings ................................................................................................... 4-5 Disability Variations in Students’ School Programs .................................................... 4-8 Demographic Variations in Students’ School Programs ............................................. 4-11 Summary ..................................................................................................................... 4-12 5. The Classroom Contexts of Secondary School Students with Disabilities, by Mary Wagner, Camille Marder, Renée Cameto, and Phyllis Levine ...................... 5-1 Subject Area ................................................................................................................ 5-1 Disability Variations in Subject Area ..................................................................... 5-2 Demographic Variations in Subject Area .............................................................. 5-4 Performance Level ...................................................................................................... 5-4 Classroom Participants ............................................................................................... 5-6 Students ...............................................................................................................
Load more

Recommended publications
  • DET DRAFT Course and Unit Specifications. 02/05/96 CONFIDENTIAL
    National Unit Specification: general information UNIT Latin: Interpretation – Prose (Higher) NUMBER D086 12 COURSE Latin (Higher) UNIT Classical Greek: Interpretation – Prose (Higher) NUMBER D091 12 COURSE Classical Greek (Higher) SUMMARY Each unit seeks to develop appreciation of Latin or Greek literature and helps the candidates to understand and gain an insight into the Roman or Greek world. OUTCOMES 1 Explain the content of prescribed texts of Latin or Classical Greek prose. 2 Describe the author’s technique within prescribed texts of Latin or Classical Greek prose. 3 Make a personal response to prescribed texts of Latin or Classical Greek prose with justification. Administrative Information Superclass: FK Publication date: December 1999 Source: Scottish Qualifications Authority Version: 04 © Scottish Qualifications Authority 1999 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is £2.50 (minimum order £5). 1 National Unit Specification: general information (cont) UNIT Interpretation – Prose (Higher) RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attained one of the following: For Latin: • Standard Grade Latin grade 1, 2 or 3 • Intermediate 2 Latin or its component units • any other relevant qualification For Classical Greek: • Standard Grade Classical Greek grade 1, 2 or 3 • Intermediate 2 Classical Greek or its component units • any other relevant qualification CREDIT VALUE Latin 1 credit at Higher.
    [Show full text]
  • The Scottish Credit and Qualifications Framework
    CREDIT WHERE CREDIT’S DUE A GUIDE TO CREDITS AND QUALIFICATIONS FOR PARENTS AND CARERS CREDIT WHERE CREDIT ’S DUE UNDERSTANDING CREDITS AND QUALIFICATIONS You will become more and more aware of the Scottish and Credit Qualifications Framework (SCQF), as it is included on your son or daughter’s SQA Scottish Qualifications Certificate which is issued every August. This leaflet tells you about the SCQF and what it means for your child. WHAT IS THE SCQF? because, although they have a different focus, The SCQF can help you compare the wide range content and types of assessment, the of Scottish qualifications. It covers achievements demands on the learner are roughly the same. such as those from school, college and university, and many work-based qualifications. HOW IS THE SCQF BEING USED? It does this by giving each qualification a level All Scottish universities and colleges are now and a number of credit points. using SCQF levels and credit points to describe their courses, if these are included in the The diagram on the next page shows that Framework. Also, a wide range of other there are 12 levels. Qualifications at level 1 are learning is also being recognised using SCQF the simplest to achieve, and qualifications at levels and credits. Some employers are also level 12 are the most complicated and using SCQF levels instead of, or as well as, demanding. The SCQF credit points show how types of qualifications when they advertise jobs. much learning is involved in achieving each qualification, and credit points are awarded for THE SCQF CAN: all the learning your son or daughter has achieved.
    [Show full text]
  • WISCONSIN STANDARDS for English Language Arts
    WISCONSIN STANDARDS FOR English Language Arts WisconsinWisconsin Department Department ofof Public Public Instruction Instruction WISCONSIN STANDARDS FOR English Language Arts Wisconsin Department of Public Instruction Carolyn Stanford Taylor, State Superintendent Madison, Wisconsin This publication is available from: Wisconsin Department of Public Instruction 125 South Webster Street Madison, WI 53703 (608) 266-8960 dpi.wi.gov/ela May 2020 Wisconsin Department of Public Instruction The Wisconsin Department of Public Instruction does not discriminate on the basis of sex, race, color, religion, creed, age, national origin, ancestry, pregnancy, marital status or parental status, sexual orientation, or ability and provides equal access to the Boy Scouts of America and other designated youth groups. Wisconsin Standards for English Language Arts ii Foreword On May 27, 2020, I formally adopted the Wisconsin Standards for English Language Arts. This revised set of academic standards provides a foundational framework identifying what knowledge and skills Wisconsin students in English language arts should learn at different grade levels or bands of grades. The adoption of this revised set of standards was part of a concerted effort led by Wisconsin educators and stakeholders who shared their expertise in English language arts and teaching from kindergarten through higher education. Feedback was provided by the public and the Wisconsin State Legislature for the writing committee to consider as part of Wisconsin’s Academic Standards review and revision process. English language arts is an essential part of a comprehensive PK-12 education for all students. Through English language arts, Wisconsin students learn to use literacy to understand and improve themselves and their worlds.
    [Show full text]
  • National Qualifications: a Short History
    National Qualifications: a short history This report was produced by James McVittie in October 2008. During the preparations for a recent consultation on qualification design at SCQF levels 4–5, many of the issues that came up had been considered, discussed, and even consulted on in the past. Given the changes that are afoot, and developments that are being discussed, now seems to be the right moment to document this history. This brief paper summarises the reviews over the last 30 years of the national school qualifications in Scotland, and identifies issues that have been raised in successive reforms and the extent to which they have been resolved. 1 1 Reports and development programmes 1.1 Munn and Dunning (1977) The Munn and Dunning reports were commissioned to address weaknesses in the provision of courses and qualifications to meet the needs of the full ability range, and to ensure appropriate progression to Higher Grade. Concerns included the fact that a substantial minority of school leavers held no nationally-recognised certificate recording their achievements in school, and that the Ordinary Grade examination was insufficiently challenging for the most able students. Moreover, these students were then expected to complete the much more demanding Higher course in only two terms ― the notorious ‘two-term dash’. Both reports were published in 1977. The Munn Committee reported on the curriculum and recommended: ♦ a restructuring of the curriculum in S3 and S4 to meet the needs of students of all abilities ♦ the introduction of approaches
    [Show full text]
  • 1 Education and Skills Committee Teacher Workforce Planning Inquiry Secondary School Teacher Questionnaires ALAN BARR
    Education and Skills Committee Teacher Workforce Planning Inquiry Secondary school teacher questionnaires SECONDARY SCHOOLS TEACHERS NAMED SUBMISSIONS ........................................... 6 ALAN BARR ........................................................................................................ 6 VICTORIA BARR ................................................................................................ 8 CHARLES BULLOCH ....................................................................................... 10 GRAEME CAMPBELL ...................................................................................... 11 ALEX CLOWES ................................................................................................ 13 PAUL COCHRANE ........................................................................................... 15 ANDY CRUIKSHANK ........................................................................................ 17 DANIEL DAVIS ................................................................................................. 19 LIZ DIGHTON ................................................................................................... 21 JEAN DOCHERTY ............................................................................................ 24 C DORIAN ........................................................................................................ 26 AMANDA ELVINES ........................................................................................... 29 RACHEL GARRETT ........................................................................................
    [Show full text]
  • DET DRAFT Course and Unit Specifications. 02/05/96 CONFIDENTIAL
    National Unit Specification: general information UNIT Latin: Translation (Intermediate 2) NUMBER D083 11 COURSE Latin (Intermediate 2) UNIT Classical Greek: Translation (Intermediate 2) NUMBER D088 11 COURSE Classical Greek (Intermediate 2) SUMMARY Each unit seeks to develop competence in the translation of Latin or Classical Greek language and helps candidates to understand and use language, and to gain insight into the Roman or Greek world. OUTCOME Translate into English a simple adapted passage of Latin or Classical Greek prose. Administrative Information Superclass: FK Publication date: October 2006 Source: Scottish Qualifications Authority Version: 01 © Scottish Qualifications Authority 2006 This publication may be reproduced in whole or in part for educational purposes provided that no profit is derived from reproduction and that, if reproduced in part, the source is acknowledged. Additional copies of this unit specification can be purchased from the Scottish Qualifications Authority. The cost for each unit specification is £2.50 (minimum order £5). 1 National Unit Specification: general information (cont) UNIT Translation (Intermediate 2) RECOMMENDED ENTRY While entry is at the discretion of the centre, candidates would normally be expected to have attained one of the following: For Latin: • Standard Grade Latin grade 3 or 4 • unit or course awards at Intermediate 1 in Latin • any other relevant qualification For Classical Greek: • Standard Grade Classical Greek grade 3 or 4 • unit or course awards at Intermediate 1 in Classical Greek • any other relevant qualification CREDIT VALUE Latin 2 credits at Intermediate 2. Classical Greek 2 credits at Intermediate 2. CORE SKILLS There is no automatic certification of core skills or core skills components in this unit.
    [Show full text]
  • Bulletin (1938-1939)
    Minnesota State University Moorhead RED: a Repository of Digital Collections Undergraduate Bulletins (Catalogs) Course Catalogs 1938 Bulletin (1938-1939) Minnesota State Teachers College Follow this and additional works at: https://red.mnstate.edu/bulletins Recommended Citation Minnesota State Teachers College, "Bulletin (1938-1939)" (1938). Undergraduate Bulletins (Catalogs). 24. https://red.mnstate.edu/bulletins/24 This Book is brought to you for free and open access by the Course Catalogs at RED: a Repository of Digital Collections. It has been accepted for inclusion in Undergraduate Bulletins (Catalogs) by an authorized administrator of RED: a Repository of Digital Collections. For more information, please contact [email protected]. THE BULLETIN OF THE STATE TEACHERS COLLEGE MOORHEAD, MINNESOTA 1938-1939 GENERAL CATALOG NUMBER This College is a fully accredited member of THE AMERICAN ASSOCIATION of TEACHERS COLLEGES and is an authorized State Institution for the Training of Teachers. THE BULLETIN of Moorhead State Teachers College Entered at the Post Office at Moorhead, Minnesota, as Second Class Matter. Series 88 JANUARY, 1988 Number 6 MINNESOTA TEACHERS COLLEGE BOARD Appointed by the Governor BENJAMIN DRAKE, Director at Large and President ...... Minneapolis JOHN GUNDERSEN ROCKWELL, Commissioner of Education and Secretary ... ... .................... St. Paul ALFRED W. SAUER, Resident Director .. .. .................. Winona F. A. BAKER, Resident Director ... ............. .... ..... Mankato HOWARD DONAHUE, Resident Director ..................
    [Show full text]
  • The Educational System of Scotland
    THE EDUCATIONAL SYSTEM OF SCOTLAND TAICEP ANNUAL CONFERENCE 2018 KATE FREEMAN ALISTAIR WYLIE SENIOR CREDENTIAL ANALYST HEAD OF QUALIFICATIONS SPANTRAN: THE EVALUATION SCOTTISH QUALIFICATIONS COMPANY AUTHORITY UNITED KINGDOM NOT • SCOTLAND • NORTHERN IRELAND • ENGLAND WALES • Primary and Secondary Education PRE-SCHOOL/NURSERY – 2 years (notionally ages 3-5) PRIMARY SCHOOL – 7 years (P1-P7) LOWER SECONDARY – 4 years (S1-S4) Certification normally at the end of S4: National 3 National 4 National 5 UPPER SECONDARY – 1-2 years (S5-S6) Higher Grade after S5 Advanced Higher Grade after S6 (formerly known as Certificate of Sixth Year Studies) The main national qualifications awarded by SQA: • Nationals – typically awarded for the first time at the end of S4 • Higher – known as the “Gold Standard” and typically awarded for the first time at the end of S5 • Advanced Higher – typically awarded for the first time at the end of S6 Other provision at school level includes: • National Progression Awards • National Certificate Awards • Skills for Work Primary and lower secondary education Primary school 7 years (P1 – P7) • compulsory • no certificate awarded • national, standardized assessments introduced in 2017 after P1, P4, and P7 • English language of instruction; some schools use Gaelic as primary language of instruction Lower secondary 4 years (S1 – S4) • compulsory • offered at secondary schools • National 4 and National 5 qualifications are typically awarded for the first time at the end of S4 • S1-S3 is known as Broad General Education (BGE)
    [Show full text]
  • Education in Scotland
    EDUCATION IN SCOTLAND Education in Scotland is markedly different from that in the rest of the United Kingdom - with a different curriculum, school boards to oversee school management and a General Teaching Council which has been in existence since 1965. Whilst there are many examples of successful and innovative practice in Scotland, the system is quite often not recognised as different by writers who talk about the United Kingdom education system as if it were one smooth whole. This book describes recent developments in both legislation and practice in Scotland, drawing comparisons with the English system. Chapters cover adminis­ tration and management, early years education provision, the curriculum in Scotland, secondary education and special educa - tional needs. Margaret Clark is Emeritus Professor of Education at the Uni­ versity of Birmingham. Pamela Munn is Professor of Curriculum Research at Moray House Institute of Education, Edinburgh. EDUCATION IN SCOTLAND Policy and practice from pre-school to secondary Edited by Margaret M. Clark and Pamela Munn First published 1997 by Routledge Published 2017 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN 711 Third Avenue, New York, NY 10017, USA Routledge is an imprint ofthe Taylor & Francis Group, an iriforma business Copyright© 1997 Margaret M. Oark, Pamela Munn and individual chapters to their authors The Open Access version of this book, available at www.tandfebooks.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license. British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library Library of Congress Cataloguing in Publication Data Education in Scotland: policy and practice from pre-school to secondary/edited by Margaret M.
    [Show full text]
  • Homes Near Top Scottish Schools Command £73K Price Premium
    NOT FOR BROADCAST OR PUBLICATION BEFORE SATURDAY 1 SEPTEMBER 2018 HOMES NEAR TOP SCOTTISH SCHOOLS COMMAND £73K PRICE PREMIUM Parents pay a premium of almost £73,000 (36%) on average compared to average house prices across Scotland Average property prices have reached £277,134 near Scotland’s top 20 state secondary schools Parents need to pay an average of £72,973 more to live in the catchment area of a top performing state secondary school in Scotland, according to new research from Bank of Scotland showing that average prices in these areas have now reached £277,134. Home buyers are paying, on average, a premium of over a third (36%) when compared to houses in surrounding areas (£204,162). This is a significantly higher premium than last year, when the top 20 Scottish state schools were commanding a comparatively smaller premium of £41,441 on average or 22% more than other properties within the same local authority. This difference is due to a change in the mix of schools in the top 20 in the past year – with a number of new schools in relatively more expensive areas in the latest survey. New entrants such as Hyndland Secondary School in Glasgow and James Gillespie's High School in Edinburgh have driven up the average premium costing an average of 76% and 69% respectively than other homes in the same local authorities – topping the table in first and second position as the most expensive school catchments. There are six new entrants to the top 20 schools this year, all of which fall within the top 10 most expensive school catchments.
    [Show full text]
  • Scottish Highers and Advanced Highers
    Scottish Highers and Advanced Highers Jill Johnson and Dr Geoff Hayward July 2008 CONTENTS PAGE LIST OF TABLES 6 LIST OF FIGURES 7 THE CONDUCT OF THE COMPARABILITY STUDY 8 SUMMARY AND RECOMMENDATIONS 9 SECTION 1: THE COMPOSITION OF THE EXPERT GROUPS 16 1.1 Chemistry 16 1.2 English 16 1.3 Geography 16 1.4 Mathematics 16 1.5 Health and Social Care 17 SECTION 2: OVERVIEW OF THE AWARDS SEEKING UCAS TARIFF REVIEW 18 SECTION 2A: ALL GRADED HIGHERS AND ADVANCED HIGHERS 18 2A.1 Aims and purpose of the qualification 18 2A.2 History of the qualification 18 2A.3 Entry requirements for the qualification 19 2A.4 Age of candidates 19 2A.5 Guided Learning Hours 19 2A.6 Content and structure of the qualification 20 2A.7 Assessment – procedures, methods and levels 20 2A.8 Grading 21 2A.9 Quality assurance system and code of practice 21 SECTION 2B: HEALTH AND SOCIAL CARE UNGRADED HIGHER 23 2B.1 Aims and purpose of the qualification 23 2B.2 History of the qualification 24 2B.3 Entry requirements for the qualification 24 2B.4 Age of candidates 25 2B.5 Guided Learning Hours 25 2B.6 Content and structure of the qualification 25 2B.7 Assessment – procedures, methods and levels 25 2B.9 Quality assurance system and code of practice 26 SECTION 3: OVERVIEW OF THE BENCHMARK AWARDS 27 3A OCR GCE A LEVEL CHEMISTRY 27 3A.1 Aims and purpose of the qualification 27 3A.2 History of the qualification 27 3A.3 Entry requirements for the qualification 27 3A.4 Age of candidates 27 3A.5 Guided Learning Hours 27 3A.6 Content and structure of the qualification 28 3A.7 Assessment
    [Show full text]
  • The Accidental Attainment Gap
    National 4 and 5s: The accidental attainment gap reformscotland.com National 4 and 5s: The accidental attainment gap FAST FACTS CONTEXT Three years ago Reform Scotland carried out research highlighting a wide variation in the The maximum number of N4 or N5s that maximum number of National 4 and 5s pupils pupils can study for in S4 varies between 5 could take in S4. A maximum that was based and 9 depending on which school a pupil purely on the school a pupil attended or the attends. authority in which the school was located, and Reform Scotland has updated Its research not their individual ability. Since then there from three years ago and found the situation has been greater focus on the impact of the has worsened, with more state schools Broad General Education and Curriculm for reducing the number of Nat 4 or 5s that can Excellence, as well as concerns about falling be studied. numbers studying certain subjects. At the same time the independent sector still allows 8, or 9 National 5 exams to be As a result, Reform Scotland decided to return sat in S4. to the issue and see how the situation had Curriculum for Excellence was supposed to changed since we last asked the question. broaden pupils' education. Unfortunately, for some it is narrowing it, at least in the senior What emerges is that not only has the phase. variation in the number of subjects allowed to be studied continued, but in many areas it has When all pupils chose 7 or 8 subjects there worsened.
    [Show full text]