Preparing Students with Learning Disabilities for Careers in Math and Science by Achieving Curriculum Standards

通过达到课程标准，为有学习障碍的学生做好数学和科学职业的准备

• 批准号: 0622882
• 负责人: Edward Meyen
• 金额: --
• 依托单位: University of Kansas Center for Research Inc
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2006
• 资助国家: 美国
• 起止时间: 2006-08-15 至 2010-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0622882&HistoricalAwards=false
• 关键词: Preparing; Students; Learning; Disabilities; Careers

Objectives: The objectives for this project include reducing the achievement gap between theperformance of students with learning disabilities and their non-disabled peers in math;enhancing the math preparation of individuals with LD to enter postsecondary institutions topursue programs and degrees in math, science, engineering, and technology; and the nationaldissemination of instructional resources in the form of lessons and online tutorials aligned withcurriculum standards that have been validated to improve the achievement of students with LD .This proposal builds from a major internally funded project identified as the BlendingAssessment with Instruction Program (BAIP) that is comprised of two validated interventions inthe form of lessons for teachers to employ in their instruction and online tutorials forindependent use by students with LD. Both interventions are aligned with curriculum standardsin math. The research initiative is designed to investigate the effects of the lessons and thetutorials on the achievement of students with LD in math.Significance and Intellectual Merit of Research: National Center for Educational Outcomesreported in 2004 that not only were students with LD performing below all students across thecountry, but also that the gap actually grew significantly larger as students got older (Thurlow &Wiley, 2004). Research has found that students with LD typically function two to four gradesbelow expectancy across the mathematics curriculum (Parmar & Cawley, 1997). Many studentswith LD perform poorly on assessments that are tied to state standards (Thurlow, Albus,Spicuzza, & Thompson, 1998). Thurlow et al determined that only 34% of students with LDpassed a state test on basic math skills, versus 83% of their non-disabled peers. This is ofserious concern given that students with LD are held to increasingly higher standards and willneed higher-level math and reasoning skills to meet the demands of high school and beyond. Inless than 20 years, one in every four jobs will require technical skills (Tarlin, 1997, as cited inJarrett, 1998), and many careers require a strong basis in math. If students do not experience astandards-based curriculum at an early age, they will be disadvantaged when being assessedvia a standards-based assessment as required by NCLB. To focus only on postsecondaryinterventions to increase the presence of persons with LD in math, science and technologycareers fails to recognize what research demonstrates as the contributor to the underrepresentationof persons with LD in the math, science and technology fields.Research Strategy: We propose to research the effects of BAIP in aligning local curricula withnational curriculum standards and statewide assessments as a model for improving the performance of students with LD. The lessons and tutorials are developed for grades 3, 4, 5, 6,7, 8, and 10 in compliance with NCLB. Two distinct empirical approaches are planned. First,lesson tests will be directly tied to content. These tests will be piloted to assure their validity andreliability. Once quality tests are available, they will be administered prior to and followinglesson use with targeted students. In concurrence with this "experimental group" testing, we willpre and post test other comparable students with the same measures. As we will not be able tocontrol for group equivalence due to the absence of randomization to intervention, and alsoconsidering that the pre and post test measures will not be equivalent, analysis of covarianceprocedures will be used to control "pre-lesson" instructional group differences. This method willbe used within schools and as numbers of participants increase will carry out more robustempirical studies relying on hierarchical linear modeling. Thus in six months we will quasiexperimentallyresearch the impact on learning of the lessons. Finally, student item scoreresults will be evaluated descriptively to guide us regarding needed lesson changes.Comparisons will be made across students with LD who experience (a) the lessons taught byteachers, (b) tutorials, (c) lessons and (d) tutorials with disability and non-disabled peers.Broader Implications of Proposed Research: The vast majority of students with LD receivetheir math instruction in the general education classroom. Thus, the project has the potential tobenefit all teachers and, ultimately, all students.

目的：该项目的目标包括缩小有学习障碍的学生与非残疾学生在数学方面的成绩差距;加强有学习障碍的个人进入中学后教育机构攻读数学、科学、工程和技术课程和学位的数学准备;在全国范围内传播符合课程标准的课程和在线教程形式的教学资源，该建议建立在一个主要的内部资助项目，被确定为融合评估与教学计划（BAIP），其中包括两个有效的干预措施，以课程的形式供教师在其教学中使用，以及供LD学生独立使用的在线教程。这两种干预措施都符合数学课程标准。研究计划旨在调查课程和辅导对数学学习困难学生成绩的影响。研究的意义和智力价值：国家教育成果中心在2004年报告说，不仅LD学生的表现低于全国所有学生，而且随着学生年龄的增长，差距实际上明显变大（Thurlow& Wiley，2004）。研究发现，学习困难的学生在整个数学课程中的成绩通常比预期低两到四个等级（Parmar Cawley，1997）。许多LD学生在与州标准挂钩的评估中表现不佳（Thurlow，Albus，Spicuzza，Thompson，1998）。Thurlow等人确定，只有34%的LD学生通过了基本数学技能的国家测试，而非残疾同龄人的比例为83%。这是一个严重的问题，因为LD学生的标准越来越高，需要更高水平的数学和推理技能来满足高中及以后的要求。在不到20年的时间里，每四份工作中就有一份需要技术技能（Tarlin，1997，正如Jarrett，1998所引用的），许多职业需要坚实的数学基础。如果学生在很小的时候没有经历过基于标准的课程，那么他们在通过NCLB所要求的基于标准的评估时就会处于不利地位。仅关注中学后干预措施以增加数学、科学和技术职业中的学习困难者，未能认识到研究表明的导致数学、科学和技术领域学习困难者代表性不足的原因。我们建议研究BAIP在使地方课程与国家课程标准和全州评估相一致方面的作用，作为提高绩效的模式有LD的学生课程和教程是为3、4、5、6、7、8和10年级制定的，符合NCLB。计划采取两种不同的经验方法。首先，课程测试将直接与内容挂钩。这些测试将进行试点，以确保其有效性和可靠性。一旦质量测试可用，他们将在目标学生使用课程之前和之后进行管理。在这个“实验组”测试的同时，我们将用同样的方法对其他可比较的学生进行前后测试。由于没有对干预进行随机化，我们将无法控制组间的等效性，并且考虑到前后测试的测量结果将不等效，因此将使用协方差分析程序来控制“课前”教学组间的差异。这种方法将在学校内使用，随着参与者数量的增加，将依靠分层线性模型进行更多的稳健性研究。因此，在六个月内，我们将准实验性地研究对学习经验教训的影响。最后，学生项目scorefresults将进行评估，以指导我们需要的lesson changes.Comparisons将在学生与LD谁的经验（a）的教训，由教师授课，（B）tutorials，（c）教训和（d）与残疾和非残疾peer.Broader拟议的研究影响：绝大多数学生LD receivetheir数学教学在通识教育教室。因此，该项目有可能使所有教师受益，并最终使所有学生受益。