Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements

IF 2 3区 教育学 Q1 EDUCATION, SPECIAL
Karolyn J. Maurer, Alexandra Sturm, Connie Kasari
{"title":"Students Educated With Alternate Curriculum in Elementary School: Timing, Switching, and Educational Placements","authors":"Karolyn J. Maurer, Alexandra Sturm, Connie Kasari","doi":"10.1177/15407969241261634","DOIUrl":null,"url":null,"abstract":"While most students receiving special education services in school are educated with the same general curriculum (i.e., instructional materials) as their peers without disabilities, students with extensive support needs and significant cognitive disabilities may qualify to receive instruction with alternate curricular materials aligned with alternate content standards. Available special education data, however, do not provide information about students who are educated with alternate curriculum specifically. This study aims to address this gap by reviewing special education administrative data from a large urban school district to identify timing, placements, and switching patterns of alternate curriculum participation in elementary school ( N = 11,399). Results indicated the majority of students instructed with alternate curriculum received special education services under intellectual disability, autism, or orthopedic impairment eligibility. Students were mostly educated in traditional public day schools, but nearly 97% of students in the sample had a primary placement of a special education classroom. Over 50% of students started with alternate curriculum instruction in grades transitional kindergarten/kindergarten or first grade. High rates of students educated with alternate curriculum in early elementary grades suggest lack of access to general curriculum and general education classrooms. Implications for future research are discussed.","PeriodicalId":47213,"journal":{"name":"Research and Practice for Persons With Severe Disabilities","volume":null,"pages":null},"PeriodicalIF":2.0000,"publicationDate":"2024-07-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research and Practice for Persons With Severe Disabilities","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/15407969241261634","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
引用次数: 0

Abstract

While most students receiving special education services in school are educated with the same general curriculum (i.e., instructional materials) as their peers without disabilities, students with extensive support needs and significant cognitive disabilities may qualify to receive instruction with alternate curricular materials aligned with alternate content standards. Available special education data, however, do not provide information about students who are educated with alternate curriculum specifically. This study aims to address this gap by reviewing special education administrative data from a large urban school district to identify timing, placements, and switching patterns of alternate curriculum participation in elementary school ( N = 11,399). Results indicated the majority of students instructed with alternate curriculum received special education services under intellectual disability, autism, or orthopedic impairment eligibility. Students were mostly educated in traditional public day schools, but nearly 97% of students in the sample had a primary placement of a special education classroom. Over 50% of students started with alternate curriculum instruction in grades transitional kindergarten/kindergarten or first grade. High rates of students educated with alternate curriculum in early elementary grades suggest lack of access to general curriculum and general education classrooms. Implications for future research are discussed.
在小学接受替代课程教育的学生:时间、转换和教育安置
虽然大多数在校接受特殊教育服务的学生与无残疾的同龄人一样,接受相同的普通课程(即教学材料)教育,但有广泛支持需求和严重认知障碍的学生可能有资格接受与替代内容标准相一致的替代课程材料教学。然而,现有的特殊教育数据并没有提供有关学生接受替代课程教育的具体信息。本研究旨在通过审查一个大型城市学区的特殊教育管理数据,确定小学阶段参与交替课程的时间、安排和转换模式(N = 11,399),从而弥补这一空白。结果表明,大多数接受替代课程教育的学生都是根据智障、自闭症或矫形障碍资格接受特殊教育服务的。学生大多在传统的公立走读学校接受教育,但样本中近 97% 的学生的主要学习地点是特殊教育教室。超过 50% 的学生从过渡性幼儿园/学前班或一年级开始接受替代课程教育。在小学低年级接受替代课程教育的学生比例很高,这表明他们缺乏进入普通课程和普通教育课堂的机会。本文讨论了未来研究的意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
CiteScore
4.30
自引率
20.00%
发文量
20
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信