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来源类型 | Report |
规范类型 | 报告 |
DOI | https://doi.org/10.7249/RR2992 |
来源ID | RR-2992-BMGF |
Supporting Students with High-Incidence Disabilities in U.S. Schools: National Findings from the American Educator Panels | |
Laura Stelitano; Rachel Perera; William R. Johnston | |
发表日期 | 2019-06-27 |
出版年 | 2019 |
页码 | 24 |
语种 | 英语 |
结论 | Teachers report that their schools have a culture of shared responsibility for serving students with disabilities, but they have less access to relevant training, resources, planning time, and student data
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摘要 | The extent to which students with high-incidence disabilities (SWDs) are afforded effective and specialized instruction depends, in large part, upon the support their teachers receive. Certain teacher supports are essential for effectively serving SWDs, including a supportive school culture, collaboration and planning time, resources and training, and access to data and tools for using data. In this report, we explore the extent to which these supports are available to general and special educators, based on the results of the Measurement, Learning, and Improvement Survey to the RAND American Teacher Panel, a survey administered to a nationally representative sample of teachers. While research has established the importance of these supports, little is known about teachers' access to them on the nationwide level and about how school-level factors (such as grade levels served, percentage of minority students, and poverty level) influence the prevalence of teacher supports. Overall, teachers' access to support for serving SWDs varied by type of support, teacher role, and school level. General educators and teachers at the high school level were significantly less likely to report having sufficient access to support. Planning and release time were among the supports least often deemed sufficient by both general and special educators. |
目录 |
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主题 | Disadvantaged Students ; Educational Institutions ; Elementary Education ; People with Disabilities ; Secondary Education ; Teachers and Teaching |
URL | https://www.rand.org/pubs/research_reports/RR2992.html |
来源智库 | RAND Corporation (United States) |
引用统计 | |
资源类型 | 智库出版物 |
条目标识符 | http://119.78.100.153/handle/2XGU8XDN/523836 |
推荐引用方式 GB/T 7714 | Laura Stelitano,Rachel Perera,William R. Johnston. Supporting Students with High-Incidence Disabilities in U.S. Schools: National Findings from the American Educator Panels. 2019. |
条目包含的文件 | ||||||
文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
RAND_RR2992.pdf(1019KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
1600370534209.jpg(9KB) | 智库出版物 | 限制开放 | CC BY-NC-SA | ![]() 浏览 |
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