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dc.contributor.author Salas, Hilda
dc.date.accessioned 2009-06-18T17:49:26Z
dc.date.available 2009-06-18T17:49:26Z
dc.date.issued 2009-05
dc.identifier.uri http://hdl.handle.net/10139/652
dc.description.abstract This research examined special education re-evaluation practices in the area of Specific Learning Disability and the number of students remaining in special education when eligibility criteria is no longer met. The study was conducted in a comprehensive high school district, gathering data from the Specific Learning Disability summary sheet which is completed every three years at the time of re-evaluation. The study found that over half of students receiving special education services no longer meet eligibility criteria. Policy implications are discussed with suggestions on how the Response to Intervention model may assist in transitioning students from special education to general education classes. en
dc.language.iso en_US en_US
dc.rights All rights reserved to author and California State University Channel Islands
dc.subject Learning disabilities en_US
dc.subject RTI en_US
dc.subject Response to intervention en_US
dc.subject Special education en_US
dc.subject Education thesis en_US
dc.title Re-Evaluation of Students with Learning Disabilities and Retention in the Special Education Setting en_US
dc.type Thesis en_US

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