Math scores of students with disabilities in different educational settings
Learning disabled students' math scores from White County Middle School in Sparta, Tennessee were gathered to determine what Least Restrictive Environment affected Tennessee Comprehensive Assessment Program and the Woodcock Mini Battery assessment. The study examined both the non inclusive educational setting and the inclusive educational setting for the students to determine if placement affected their academic progress the result of being in a particular educational setting. The student sample consisted of only learning disabled students from the school years 2003 to 2008. The Tennessee Comprehensive Assessment Program (TCAP) and the Woodcock Mini Battery math scores were used as the performance measure for the students in both the non inclusive and the inclusive educational programs. The main independent variable in this study was the inclusion versus the non inclusion placement. The TCAP Mathematics scores and the MBA Mathematics scores for each student participant were the two dependent variables of the study. The initial TCAP scores and the first year IQ scores category of each student participant were used a covariates. Two separate Univariate Analysis of Covariance (ANCOVA) tests were utilized to determine if there were significant differences between the non inclusive and inclusive settings. The findings from this study indicated that there were no significant differences between inclusion and non-inclusion learning-disabled students on TCAP Mathematics and MBA Mathematics scores. The results of the study suggested that the placement of the learning disabled students did not affect their math scores on either the Tennessee Comprehensive Assessment Program or the Woodcock Mini Battery Assessment.
Mathematics education|School administration|Special education
"Math scores of students with disabilities in different educational settings"
ETD Collection for Tennessee State University.