Thesis
Predictors of mainstreaming and reading abilities in children with disabilities
Master of Science (M.S.), Drexel University
Mar 2020
DOI:
https://doi.org/10.17918/00000988
Abstract
The sociodemographic factors affecting academic achievement and time spent in a mainstream classroom setting have been well researched. However, much less is known about student and family factors and their association with academic achievement and time in a mainstream setting for children with intellectual disabilities and autism. Thus, the current research sought to examine these factors in a sample of youth with intellectual disability (of non-identified etiology), Down syndrome, and autism spectrum disorder who were part of the Special Education Elementary Longitudinal Study. A total of 251 children with Down syndrome, intellectual disability, and autism spectrum disorder were included across three study questions. Results were as follows: while time in a mainstream setting remained relatively static for children with a diagnosis of ID, children with DS spent significantly less time in a mainstream setting as their schooling progressed. Problem behavior was not a significant predictor of either academic placement or achievement for youth with DS and ID; however, it did significantly account for a small amount of variance in academic achievement for youth with ASD. Parent engagement was not a significant predictor of either academic placement or achievement for youth with DS, ID, or ASD. These results suggest that diagnosis plays a role in academic placement, and that a significant drop-off occurs in time in a mainstream setting for youth with DS but not for those with ID, despite similar academic trajectories. These findings will be discussed within the context of different approaches to support students with neurodevelopmental disorders in the education system.
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Details
- Title
- Predictors of mainstreaming and reading abilities in children with disabilities
- Creators
- Catherine Stephan
- Contributors
- Nancy Raitano Lee (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Master of Science (M.S.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- x, 72 pages
- Resource Type
- Thesis
- Language
- English
- Academic Unit
- Psychological and Brain Sciences (Psychology); College of Arts and Sciences; Drexel University
- Other Identifier
- 991014695143704721