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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

Evaluating the Use of RTI to Identify SLD: A Survey of State Policy, Procedures, Data Collection, and Administrator Perceptions

Hudson, Tina M., McKenzie, Robert G. 01 March 2016 (has links)
As it has become a prominent feature in the identification of students with specific learning disabilities (SLD), response to intervention (RTI) has generated significant interest and, in some respects, controversy regarding assessment and attendant procedures. In the present study, the authors surveyed state directors of special education (n = 31) to examine (a) the degree to which RTI policies and recommended practices are transmitted between state and local agencies, including those related to referrals of low achieving (i.e., “non-responsive”) students for a comprehensive evaluation; (b) communication with parents; and (c) their perceptions of the impact of RTI insofar as SLD identification is concerned. Results reflect disparities among many states and their districts in terms of the procedures used, data collected, and whether the effectiveness of RTI is evaluated. Implications for future research and practice are discussed.
2

Factors that may contribute to the placement of Latino English language learners in special education: Perceptions of Directors of Special Education in California

Alvarez, Dante 01 January 2010 (has links)
The problem. Research indicates that Latino English language learners in California are placed in special education classes at a higher rate than other states. The factors that determine placement of Latino English learners such as language barriers, transiency, poverty, and teacher training may create challenges for Directors of Special Education. Purpose. This study examined the factors that may contribute to the placement of Latino English language learners in special education as perceived by Directors of Special Education. Research questions. This study answered two questions: (1) Do Directors of Special Education in California believe that there is an overrepresentation of Latino English language learners in special education? (2) What do Directors of Special Education perceive are the factors that lead to the placement of Latino English language learners in special education classes? Methodology. This study used a non-descriptive design and surveyed Directors of Special Education in California districts with an average daily attendance (ADA) of 10,000 or more students. Data for this study was analyzed using percentages, frequencies, mean, and Chi-Square. Ninety-eight Directors of Special Education in districts of ten thousand or more ADA were emailed a questionnaire through SurveyMonkey, and twenty-seven responded. Significant findings. The results suggest that Directors of Special Education do not believe that there is an overrepresentation of Latino English language learners in special education. The results of the survey found six factors that exhibited a significant proportion of positive responses. Recommendations for practice and future studies are also included.

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