Date Approved

5-4-1995

Embargo Period

9-13-2016

Document Type

Thesis

Degree Name

M.A. in Special Education

Department

Interdisciplinary and Inclusive Education

College

College of Education

First Advisor

Kuder, S. Jay

Subject(s)

Learning disabled children--Education; Mathematical ability

Disciplines

Special Education and Teaching

Abstract

In an effort to service special needs students, service delivery models have progressed from self contained classrooms and separate facilities for special needs children to resource center pull-out programs, in-class support, mainstreaming, and full inclusion.

The in-class support model, which provides a special educator or aide in the regular classroom, attempts to enhance the academic success of identified special education students in such placements.

This study focused on the effects of in-class support. The population consisted of 76 7 to 9 year old math students in a New Jersey school district. Curriculum-based pre and posttest math scores achieved by regular education students, classified special education students in a resource center program and through in-class support, and at-rlsk students, were compared to determine the benefits of an in-class support program.

Results of the study Indicated that the special education students and "at-risk" student receiving in-class support achieved lower pretest scores, but realized gains after intervention. However, they did not score as high as their regular education counterparts or classified students In a resource center program on posttests.

The study Implies that although setting should be a consideration for appropriate placement, that more emphasis should be placed on instructional techniques in meeting the needs of the special education population.

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