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ERIC Number: EJ1019902
Record Type: Journal
Publication Date: 2013
Pages: 10
Abstractor: As Provided
Reference Count: 41
ISBN: N/A
ISSN: ISSN-0741-9325
Does Access Matter? Time in General Education and Achievement for Students with Disabilities
Cosier, Meghan; Causton-Theoharis, Julie; Theoharis, George
Remedial and Special Education, v34 n6 p323-332 Nov-Dec 2013
This study examined the relationship between hours in general education and achievement in reading and mathematics for students with disabilities. The study population included more than 1,300 students between the ages of 6 and 9 years old within 180 school districts. Hierarchical linear modeling (HLM) was utilized with the Pre-Elementary Education Longitudinal Study (PEELS) data set (Institute of Education Sciences). The relationship between hours in general education and achievement in reading and mathematics was explored while accounting for student- and district-level factors. Results suggest a strong positive relationship between the number of hours students spent in general education and achievement in mathematics and reading. Implications for policy and practice in special education are presented and discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act
Identifiers - Assessments and Surveys: Woodcock Johnson Tests of Achievement