With poor retention and low high school graduation rates, students with learning disabilities present challenges to secondary teachers. The purpose of this mixed methods design was to investigate the effects Quintero’s Intervention Paragon (QIP) has on secondary students with mild to moderate disabilities and their academic achievement. This study focused on implementing an intervention model -- Quintero’s Intervention Paragon -- to determine academic outcomes for secondary students with mild to moderate disabilities. The intervention includes explicit instruction, a cooperative learning technique, technology integration and parent involvement. Students with mild to moderate disabilities were required to meet the same expectations as their nondisabled peers. Students with mild to moderate disabilities -- eligible under IDEA -- must be challenged to excel within the general curriculum and be prepared to succeed in their post-school lives, including college and careers. The study was conducted at ABC Middle School located in Los Angeles County in Southern California. The study used two types of quantitative instruments: (1) surveys of parents and students and (2) pre and post assessments in reading. There were paired t-tests and descriptive statistics to analyze the tests. Results indicated that students made academic engagement growth with intervention. They also increased their self-regulation skills. Analysis of data collected indicated that participants had positive perspectives about the intervention. Contributions to the literature and implications of the findings are discussed as well as limitations for future research.
|Advisor:||Karge, Belinda D.|
|Commitee:||Draghi, Annick, McKellar, Ann|
|School:||Concordia University Irvine|
|School Location:||United States -- California|
|Source:||DAI-A 78/10(E), Dissertation Abstracts International|
|Keywords:||Intervention model, Learning disabilities, Secondary teachers|
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