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dc.contributor.author Salas, Hilda en
dc.date.accessioned 2009-06-18T17:49:26Z en
dc.date.available 2009-06-18T17:49:26Z en
dc.date.issued 2009-05 en
dc.identifier.uri http://hdl.handle.net/10139/652 en
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
dc.rights All rights reserved to author and California State University Channel Islands en
dc.subject Learning disabilities en
dc.subject RTI en
dc.subject Response to intervention en
dc.subject Special education en
dc.subject Education thesis en
dc.title Re-Evaluation of Students with Learning Disabilities and Retention in the Special Education Setting en
dc.type Thesis en


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