The Center for Education, Widener University,
One University Place, Chester, PA 19013
Andrew Michael McLaughlin, Ed. D.
October 17, 2003
RETURN
edited 5/20/04
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A dissertation completed at
The Center for Education, Widener University, One University Place, Chester, PA 19013 |
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Evaluation of special education delivery models relative to a student's math gains
Andrew Michael McLaughlin, Ed. D. October 17, 2003 |
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RETURN
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ABSTRACT
Least Restrictive Environment (LRE) has been mandated by the United States Congress since 1975. Many different initiatives, such as mainstreaming and integration, have unsuccessfully attempted to meet the intent of this mandate. There are many reasons for these failures, including the attempt to provide special education services in isolation of a systemic change within the schools and a lack of effective teaching strategies. Different delivery models for instruction of special education students have been explored in an attempt to meet the needs of learning disabled students.
The purpose of this research is to examine the three different delivery models used to provide intervention to special education students. The study will specifically focus on a co-teaching model, an itinerant support model, and a resource room model. The research will explore the systemic changes that need to take place within the school as well as the individual skills the regular and special education teachers need to utilize to make inclusion effective.
The research will examine fifteen students in three different delivery models. The study will employ a single subject design method using an A-B-A design. The students will be assessed using a Key Math Revised and a Math Inventory focusing on computation as a pretest. The students, teachers, and the parents will be assessed using The Instructional Environment System II (TIES II) to assess the complete learning environment.
The students will be assessed again after five months of treatment to evaluate if any gains have been made in the area of math. The assessment will consist of another form of the Key Math Revised and a different form of the Math Inventory. The data from the two assessments will be analyzed using single subject design methodology, including graphing and a T-test. The information gained from the TIES II in conjunction with the math data will be used to make recommendations regarding what strategies are most successful at raising math levels.
It is the intent of the research, through the evaluation of the classroom environments, to uncover successful inclusionary practices for school-wide applications.
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