Evaluating the Effects of Responsible Reintegration into General Education for Students with Mild Disabilities on a Case-by-Case Basis.
Evaluating the Effects of Responsible Reintegration into General Education for Students with Mild Disabilities on a Case-by-Case Basis.
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根据具体情况评估轻度残疾学生负责任地重新融入普通教育的效果。
DOI：
10.1080/02796015.1996.12085842
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发表时间：
1996
影响因子：
3
通讯作者：
R. Good
中科院分区：
文献类型：
--
作者：
M. Shinn;K. Powell;R. Good
本研究报告了18名参加特殊教育退出计划的轻度残疾小学生重新融入其普通教育课堂进行阅读指导的结果。学生们被安排在普通教育教室里进行长达12周的阅读指导。每周两次以课程为基础的口语阅读测量进行效果评估。10位专家对同一阅读指导组中普通教育学生的学业成就进行了评估。专家们对重新融入社会的影响的判断是一致的。在重新融入社会的学生中，有一半(9人)被评为重新融入社会的受益者。18名学生中只有3名被判定没有受益。尽管重新融入对许多学生来说似乎是成功的，但结果对所有阅读技能较低的学生的教学计划都有影响。
This study reports the results of reintegrating 18 elementary-aged students with mild disabilities, who were served in special education pull-out programs, into their general education classroom for reading instruction. Students were placed into general education classrooms for reading instruction for up to 12 weeks. Effects were evaluated twice weekly with curriculum-based oral reading measures. Achievement gains were evaluated compared to the academic gains made by general education students in the same reading instructional groups by 10 experts. Experts' judgments were consistent regarding the effects of reintegration. Of the reintegrated students, one-half (9) were rated as benefiting from reintegration. Only 3 of the 18 students were judged as not benefiting. Although it appears that reintegration was successful for many students, results have implications for the instructional programs of all students with low reading skills.