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|a HQ755.85.R365 2008_RamirezJasmine |2 BU-Local |
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|a HQ755.85.R365 2008 |
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|a Ramirez, Jasmine. |
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|a Academic improvement of students with learning disabilities in homogeneous versus heterogeneous general education settings |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2008. |
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|a vii, 108 leaves ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2008. |
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|a Includes bibliographical references (leaves 90-102). |
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|a Copyright Jasmine Ramirez. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a This study examined the effects of including students with learning disabilities in homogeneous versus heterogeneous general education classrooms on their academic improvement, as measured by the Stanford Achievement Test (SAT), the Florida Comprehensive Assessment Test (FCAT), and the Norm-Referenced Test (NRT) from the 2007 and 2008 school years. Data was collected from 71 participants in homogeneous (n= 41, 57.7%) and heterogeneous (n=30, 42.3%) inclusive classrooms. Results indicated that there were no significant differences by classroom setting on age or IQ. Independent samples t-tests indicated that there were no significant differences between classroom settings on most of the tests. The reading FCAT 2007 did demonstrate significant differences and reading SAT/NRT of 2007 approached significance, showing that children with learning disabilities in homogeneous classroom settings performed better than in heterogeneous classroom settings in some of the reading pre-test scores. Paired t-tests showed that there was a significant increase in both reading and mathematics test scores from 2007 and 2008. Further analyses examined gain scores; findings indicated that there were no significant differences between classroom settings in the gain scores for any of the tests. An additional analysis including “being retained” as an independent variable, showed that there was a significant interaction effect between type of setting and being retained one or more years. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a Students with disabilities |x Education |x United States. |
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|a Inclusive education |x United States. |
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|a Special education |x United States. |
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|a Education, Elementary |x United States. |
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|a Academic achievement. |
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|a Florida Comprehensive Assessment Test. |
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|a Academic theses. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001734/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/17/34/00001/HQ755_85_R365 2008_RamirezJasminthm.jpg |
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|a Theses and Dissertations |
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