ERIC Number: ED316015
Record Type: Non-Journal
Publication Date: 1990-Apr
Reference Count: N/A
The School Programs and School Performance of Secondary Students Classified as Learning Disabled: Findings from the National Longitudinal Transition Study of Special Education Students.
As part of the National Longitudinal Transition Study of Special Education Students (NLTS), this study examined characteristics of and educational programs and services provided to secondary students (N=589) classified as learning disabled (LD) in the 1985-86 school year. Difficulties in performing basic functional skills were identified in about half of the students. Average student IQ was 87. LD students were more likely than others to come from economically disadvantaged households. Students spent an average of 64% of instructional time in regular education classes suggesting that the regular education initiative has limited potential in increasing the mainstreaming of these students at the secondary level. Students were more likely to be mainstreamed for nonacademic or vocational courses than for academic classes. Most LD students were held to the same grading standard as nondisabled students in regular education classes, and generally were not provided direct services (beyond their special education classes) such as tutoring assistance. Neither were regular education teachers provided with substantial direct support for instruction of these students. Grade failure and subsequent dropping out were positively correlated with amount of time spent in regular education classes, independent of student ability level, IQ, or demographic characteristics. Contains 44 references. (DB)
Publication Type: Reports - Research; Reports - Evaluative
Education Level: N/A
Sponsor: Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: SRI International, Menlo Park, CA.
Identifiers - Assessments and Surveys: National Longitudinal Transition Study of Special Education Students