التفاصيل البيبلوغرافية
| العنوان: |
Disability, Special Education Setting, and Students' Outcome. Policy Brief |
| اللغة: |
English |
| المؤلفون: |
Verma, Anjali P., Texas Education Research Center |
| المصدر: |
Texas Education Research Center. 2021. |
| الإتاحة: |
Texas Education Research Center. University of Texas at Austin, Pickle Research Campus, 10100 Burnet Road, Bldg #137 TCB, Rm 1.143A, L4500, Austin, TX 78758; Tel: 512-471-4528; Web site: https://texaserc.utexas.edu/ |
| Peer Reviewed: |
N |
| Page Count: |
5 |
| تاريخ النشر: |
2021 |
| نوع الوثيقة: |
Reports - Research |
| Education Level: |
Elementary Secondary Education |
| Descriptors: |
Students with Disabilities, Special Education, Outcomes of Education, Educational Finance, Educational Environment, Inclusion, Regular and Special Education Relationship, Elementary Secondary Education |
| مصطلحات جغرافية: |
Texas |
| مستخلص: |
The Inclusion of Children with Disabilities Act (IDEA) act requires that to the maximum extent possible, children with disabilities should be taught alongside the regular students. In line with the IDEA, advocates of inclusion argue that disabled students incorporated in a normal academic environment display improved academic achievement among the disability students (Cole, Waldron, & Majd, 2004; Cole & Meyer, 1991; Fisher & Meyer, 2002). Inclusion of students with disabilities into regular classrooms can also help in changing the attitudes of the regular students towards disabled children (Siperstein, Norins, & Mohler, 2007). This can be a crucial factor in the performance of disabled students as there is a significant role of social acceptance and participation in their development, aspirations as well as confidence (Ouellette-Kuntz, Burge, Brown, & Arsenault, 2010; Scior, 2011). However, proponents of the separate instructional setting for special education students believe that students with disabilities are more successful if taught in separate, individualized settings with requirement-based instructions at a conducive pace. One of the main reasons for the lack of good causal evidence on this topic is that the movement of students into or out of a special education setting is not random. Students who are eligible for special education are in many unobserved ways inherently different from the students who are not. Hence, one cannot directly compare students in special education to students who are not in special education. It will be equally misleading to compare the students before and after they move into/out of special education as changes in their status is endogenous to changes in the ability/need of the individual. This project overcomes these challenges and estimates the role of special education in affecting a student's outcomes. To establish causality and eliminate the stated endogeneity issue, the analysis uses a plausibly exogenous policy change that induced variation across the school districts in Texas in their incentives to categorize or enroll a marginal student (those with less severe disability conditions) under special education. |
| Abstractor: |
ERIC |
| Entry Date: |
2021 |
| رقم الأكسشن: |
ED615441 |
| قاعدة البيانات: |
ERIC |
