Dissertation
Investigating the interrelationships preventing impoverished students from exiting special education: a case study
Doctor of Education (Ed.D.), Drexel University
Jun 2023
DOI:
https://doi.org/10.17918/00001719
Abstract
A disproportionate number of students from low socio-economic statuses (SES) are enrolled in special education as students with specific learning disabilities (SLD). Despite resources provided through special education, only a small percentage of students are exited before secondary school. This instrumental case study investigated the variables preventing impoverished, transition-aged students from leaving special education. This study sought to understand why low SES students identified with SLDs in reading before middle school, are unable to exit special education by transition-age through the exploration of SES, SLD criteria, and school characteristics. The sample population included special education students with Individualized Education Programs (IEP) that were enrolled in eighth-grade, itinerant and supplemental classes. This population also included general and special education teachers that teach reading/English Language Arts classes. The research questions were generated to examine the following: (1) Do special education programs/services address the negative effects of SES for transition aged students with SLDs? (2) Do special education programs/services impact the reading skills of impoverished transition aged students with SLD in reading? (3) What are teachers' perceptions of the classroom factors that impact impoverished, transition-aged students with SLD in reading from exiting special education programs/services? Analysis of archival documents studied included qualitative and quantitative data found in evaluation reports, IEPs, progress monitoring reports, websites, and report cards. Teacher surveys and a focus group included the collection of qualitative and quantitative data from closed-ended and open-ended questions. The results identified factors contributing to academic achievement and failure for low SES, transition-aged, special education students. Keywords: Special education, specific learning disabilities, socioeconomic status, transition, Individualized Education Plans, reading skills
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Details
- Title
- Investigating the interrelationships preventing impoverished students from exiting special education
- Creators
- Denisha Yvette Bolden
- Contributors
- Amanda Lannie (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 187 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991021120114604721