The Impact of Least Restrictive Environment (LRE) on Special Education Students' Academic Growth in the State of Indiana

Autor/in	Long, Adam David
Titel	The Impact of Least Restrictive Environment (LRE) on Special Education Students' Academic Growth in the State of Indiana
Quelle	(2023), (104 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-3501-8
Schlagwörter	Hochschulschrift; Dissertation; Special Education Teachers; Teaching Experience; Teacher Placement; Faculty Development; Regular and Special Education Relationship; Team Teaching; Special Classes; Resource Room Programs; Middle Schools; Elementary Schools; Public Schools; Private Schools; Indiana + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Teamteaching; Special class; Sonderklasse; Middle school; Mittelschule; Mittelstufenschule; Elementary school; Grundschule; Volksschule; Public school; Öffentliche Schule; Private school; Privatschule
Abstract	The purpose of this study was to determine how placement, professional development, and the years of experience of special education teachers impacted the standardized test scores of special education students. This was done by comparing the type of placement of students, mainstream (80+% of the day), co-teaching, separate classroom (100%) and resource (40--60% of the day) in the state of Indiana. A survey was sent out to all public and private elementary and middle level special education teachers in the state of Indiana as of Summer 2022. Data were collected from the individuals that responded to the surveys. Teachers responded with their years of experience, the primary means of instruction in their school buildings, and the hours of professional development that general education and special education teachers received on work with special education students. Inferential statistics data were used to determine if there was a significant difference on ELA and Math standardized test scores. Null 1 and 2 were tested using an independent sample t-test to determine if there was a significant difference in the dependent variable among two independent variables with two levels. Null 3 utilized a simple linear regression model to determine if the number of years of experience would predict ILEARN performance. As a result of the data analysis, the nulls were retained, and there was no significant difference found in ELA or Math standardized test scores based on the placement of special education students, professional development provided to teachers, or years of experience in the special education classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01