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Direct linkAdams, David F.; Hayes, Shawna G. – Learning Assistance Review, 2011
Students with disabilities face a vast array of physical, cognitive, social, and external barriers. The combination of barriers and negative attitudes faced by students with disabilities makes it difficult to develop skills to be more independent in future academic and career-related settings. This article examines the importance of faculty…
Descriptors: Mentors, Tutor Training, Disabilities, Tutors
Shah, Nirvi – Education Week, 2012
Despite a pending policy change aimed at including more students with disabilities and English-language learners (ELLs) in the "nation's report card," the federal agency that administers the national testing program appears to be softening the penalty for states that fail to improve inclusion rates. The disagreement underscores the…
Descriptors: Disabilities, Academic Achievement, National Competency Tests, Testing Programs
Wei, Xin – Journal of Research on Educational Effectiveness, 2012
The No Child Left Behind Act (NCLB) holds public schools accountable for the academic achievement of student subgroups that are larger than the state minimum-subgroup-size threshold. In 2004, California added students with disabilities to the NCLB subgroup categories. Using a regression discontinuity design, this study compared the academic…
Descriptors: Federal Legislation, Academic Achievement, Disabilities, Policy Analysis
Paul, Sheilah M. – International Journal of Special Education, 2011
In most developed countries, research studies that investigate the effects of special education on student outcomes have become conventional practice. However, in developing countries such as the twin-island Republic of Trinidad and Tobago, there are no studies about the progress and outcomes of students and youths with disabilities. This…
Descriptors: Learner Engagement, Academic Achievement, Disabilities, Job Training
Crow, Johnny – ProQuest LLC, 2010
Comparing a small, rural school with sometimes less than 100 students to a massive inner-city school with greater than 2,500 students is crude and untenable. There are simply too many variables. Nonetheless, the No Child Left Behind Act treats these two very different schools the same. When urban and rural schools cannot meet AYP or highly…
Descriptors: Urban Schools, Rural Schools, Poverty, Federal Legislation
Peer reviewedLavin, Claire – Psychology in the Schools, 1996
Examined the relationship between the Wechsler Intelligence Scale for Children-Third Edition (WISC-III) IQs and the Kaufman Test of Education Achievement (K-TEA) standard scores, both commonly used in the identification of children for special educational services. Sample consisted of 72 emotionally handicapped children. Results revealed a…
Descriptors: Comparative Analysis, Comparative Testing, Disabilities, Elementary Secondary Education
Benderson, Albert, Ed. – Focus, 1988
The scores of handicapped students taking tests such as the Scholastic Aptitude Test (SAT) or the Graduate Record Examinations are flagged so that admissions officers will be aware that they were achieved under special circumstances. A series of studies was initiated to determine whether special administrations of such tests are comparable to…
Descriptors: Admission Criteria, College Admission, College Entrance Examinations, College Students
