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ERIC Number: EJ1002174
Record Type: Journal
Publication Date: 2010
Pages: 13
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0162-6434
Technology and Communications Coursework: Facilitating the Progression of Students with Learning Disabilities through High School Science and Math Coursework
Shifrer, Dara; Callahan, Rebecca
Journal of Special Education Technology, v25 n3 p65-77 2010
Students identified with learning disabilities experience markedly lower levels of science and mathematics achievement than students who are not identified with a learning disability. Seemingly compounding their disadvantage, students with learning disabilities also complete more credits in non-core coursework--traditionally considered nonacademic coursework--than students who are not identified with a learning disability. The Education Longitudinal Study of 2002, a large national dataset with both regular and special education high school students, is utilized to determine whether credit accumulation in certain types of non-core coursework, such as technology and communications courses, is associated with improved science and math course taking outcomes for students with learning disabilities. Results show that credit accumulation in technology and communications coursework uniquely benefits the science course taking, and comparably benefits the math course taking, of students identified with learning disabilities in contrast to students who are not identified with learning disabilities. (Contains 2 tables and 1 figure.)
Technology and Media Division of the Council for Exceptional Children. 2900 Crystal Drive Suite 1000, Arlington, VA 22202. e-mail: contactus@tamcec.org; Web site: http://www.tamcec.org/jset
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 10; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A