The Participation and Performance of Students With Emotional and Behavioral Disorders in a State Accountability Assessment in Reading

被引：0

作者：

Carr-George, Catherine ^{[1
]}

Vannest, Kimberly J. ^{[1
]}

Willson, Victor ^{[1
]}

Davis, John L. ^{[1
]}

机构：

[1] Texas A&M Univ, College Stn, TX 77843 USA

来源：

BEHAVIORAL DISORDERS | 2009年 / 35卷 / 01期

关键词：

MINORITY-STUDENTS; SPECIAL-EDUCATION; ACADEMIC STATUS; DISABILITIES; INSTRUCTION; CURRICULUM; INCLUSION; CHILDREN; POLICY;

D O I：

暂无

中图分类号：

B849 [应用心理学];

学科分类号：

040203 ;

摘要：

This study examined the participation rates and performance of students classified with emotional and behavioral disorders (EBD) in a statewide reading assessment. Gender, ethnicity, cognitive ability, school-level socioeconomic status, and instructional setting are analyzed as factors correlated with performance Findings indicate that only 56% of students with EBD participate in statewide assessment. Only 44% of those met proficiency standards Implications relate to classification of differences by subgrouping of students with EBD

引用

页码：66 / 78

页数：13

共 41 条

[1]

[Anonymous], TECHN DIG AC YEAR 20

[2] Reading instruction for elementary-age students with emotional and behavioral disorders: Academic and behavioral outcomes [J].