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Essay / Research Paper Abstract
A 6 page paper. The problems statement for the paper suggested that students with learning disabilities routinely receive failing grades from regular education teachers. The writer explains that national data on this topic was not accessible and that it is a question better investigated in a case study approach. The writer reports two reports dealing with state level testing and the failure of LD students. The rest of the paper reports research studies that explored academic achievement of LD students in regular education classrooms. Bibliography lists 7 sources.
Page Count:
6 pages (~225 words per page)
File: MM12_PGldfl2.rtf
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Unformatted sample text from the term paper:
or national data available on special education students academic gains, graduation rates, preparation for post-secondary schooling, work, or involvement in community living" (Stout, 2001). While this statement was addressing the
comparison between special education self-contained classrooms and regular education classrooms, it still tells the researcher that attempting to answer the problem question may be an exercise in futility. The problem
question would best be investigated using a case study method. For example, the researcher could conduct a case study of several schools in one geographic location. Some options would be
to review the class grading records for all the schools in one school district or to review the same kinds of records for the elementary or secondary schools within a
geographic region. Two reports were found that relate to the problem. First, the state of Massachusetts routinely denies high school diplomas to students with sever disabilities (Rubenstein and Quinones,
2004). The state requires all high school seniors to pass the MCAS, the states comprehensive achievement test to receive a high school diploma (Rubenstein and Quinones, 2004). Students must "meet
at least 10th-grade state standards in both math and English to earn a diploma" (Rubenstein and Quinones, 2004). The state says they do have provisions for students with learning disabilities,
"like frequent breaks or a small-group setting" (Rubenstein and Quinones, 2004). The state reports that 84 percent of students with learning disabilities who took the test passed both sections of
the test in 2004 (Rubenstein and Quinones, 2004). The state allows students with more severe cognitive disabilities to submit a portfolio in place of taking the test (Rubenstein and Quinones,
2004). Typically, between 1 and 2 percent of these students earn a passing grade on their portfolios (Rubenstein and Quinones, 2004). Beginning with the 2004 graduating class, the state
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