Date of Award
5-2010
Degree Type
Dissertation
Degree Name
Doctor of Education (EdD)
First Advisor
Melvin Welch
Second Advisor
Ray Reiplinger
Third Advisor
Houston Thompson
Scholarship Domain(s)
Scholarship of Discovery
Abstract
This study investigated the ways that the disaggregation of Illinois State Achievement Test (ISAT) scores has impacted the progress and performance of students with disabilities within two central Illinois counties, discovered the interventions taken with this subgroup, and explored the ethical implications of these interventions. The participants were middle school special education and general education teachers, administrators, and support staff. A mixed-methods format with a predominant qualitative approach was used. The needs of students with disabilities were addressed by implementing co-teaching, inclusion, and collaboration between special education and general education teachers. Schools with successful subgroups of students with disabilities also used data-driven instruction, taught test-taking skills, and embedded ISAT practice in daily instruction. Most respondents had no ethical concerns.
Recommended Citation
Reynolds, Ruth, "Adequate Yearly Progress, Special Education, and Student Success: Can They All Co-Exist?" (2010). Ed.D. Dissertations. 12.
https://digitalcommons.olivet.edu/edd_diss/12
Included in
Disability and Equity in Education Commons, Special Education Administration Commons, Special Education and Teaching Commons
Comments
Ed.D. dissertation completed in 2010 for Olivet Nazarene University.