Dissertation/Thesis Abstract

Support services to teachers to increase preparedness of students with emotional and behavioral disabilities (EBD) for statewide assessments: A case study
by Jackson, Terry L., Ed.D., The George Washington University, 2010, 151; 3397615
Abstract (Summary)

There is a significant need to address the academic outcomes of students with emotional and behavioral disabilities (EBD). Of the 13 federal disability categories under which a student can be classified to receive special education services, students with EBD have the highest dropout rate, the highest failure rate, and pose the most behavioral challenges for schools (Lane, 2004). Furthermore, since the reauthorization of Individuals with Disabilities Education Act (IDEA) 1997, the No Child Left Behind (NCLB) Act 2001, and most recently the reauthorization of the Individuals with Disabilities Education Act (IDEA) 2004, all students—including those with disabilities—must be included in state assessments (Thurlow, House, Scott & Ysseldyke, 2000).

While there has been considerable research on behavioral interventions for students with EBD, little has addressed academic interventions (Wagner, Friend, Bursuck, Kutash et al., 2006). This exploratory case study addressed gaps in the literature regarding how schools are addressing the academic needs of their EBD student population, specifically the support services that educators receive to prepare students with EBD for statewide assessments. Statewide assessments are "tests administered by the states and designed to measure the extent to which students' mastery of content standards is at a level specified in state performance standards" (McDonnell, McLaughlin & Morrison, 1997, p. 27). Through feedback from classroom teachers, education coordinators, and school directors, this study sought to understand how teacher support services are designed to enable educators to better address the readiness of students with EBD for the Maryland School Assessment (MSA).

Indexing (document details)
Advisor: Kochhar, Carol
Commitee: Hamilton, James L., Rice, Elisabeth
School: The George Washington University
Department: Special Education
School Location: United States -- District of Columbia
Source: DAI-A 71/04, Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Special education
Keywords: Behavioral disabilities, Emotional and behavioral disabilities, Emotional disabilities, Statewide assessments, Support services, Supports
Publication Number: 3397615
ISBN: 978-1-109-69645-5
Copyright © 2019 ProQuest LLC. All rights reserved. Terms and Conditions Privacy Policy Cookie Policy
ProQuest