Does Access Matter? Time in General Education and Achievement for Students With Disabilities

Meghan Cosier, Julie Causton-Theoharis, George Theoharis

Research output: Contribution to journalArticle

36 Citations (Scopus)

Abstract

This study examined the relationship between hours in general education and achievement in reading and mathematics for students with disabilities. The study population included more than 1,300 students between the ages of 6 and 9 years old within 180 school districts. Hierarchical linear modeling (HLM) was utilized with the Pre-Elementary Education Longitudinal Study (PEELS) data set (Institute of Education Sciences). The relationship between hours in general education and achievement in reading and mathematics was explored while accounting for student- and district-level factors. Results suggest a strong positive relationship between the number of hours students spent in general education and achievement in mathematics and reading. Implications for policy and practice in special education are presented and discussed.

Original languageEnglish (US)
Pages (from-to)323-332
Number of pages10
JournalRemedial and Special Education
Volume34
Issue number6
DOIs
StatePublished - Nov 2013

Fingerprint

general education
disability
Students
Mathematics
Education
mathematics
Reading
student
district
elementary education
Special Education
special education
longitudinal study
Longitudinal Studies
time
science
school
education
Population

Keywords

  • access to general education contexts
  • achievement
  • hierarchical linear modeling
  • special education

ASJC Scopus subject areas

  • Education
  • Public Health, Environmental and Occupational Health

Cite this

Does Access Matter? Time in General Education and Achievement for Students With Disabilities. / Cosier, Meghan; Causton-Theoharis, Julie; Theoharis, George.

In: Remedial and Special Education, Vol. 34, No. 6, 11.2013, p. 323-332.

Research output: Contribution to journalArticle

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