A descriptive study of exceptional children teacher practices in select North Carolina middle schools making adequate yearly progress
- WCU Author/Contributor (non-WCU co-authors, if there are any, appear on document)
- Carolyn Tweed Franklin (Creator)
- Institution
- Western Carolina University (WCU )
- Web Site: http://library.wcu.edu/
- Advisor
- Jacque Jacobs
Abstract: Rural, middle schools in North Carolina have struggled with the Students with Disabilities subgroup in making Adequate Yearly Progress (AYP) in reading since No Child Left Behind (NCLB) was passed. Consequences could be dire for a school and principal with a subgroup of these children who were unable to show growth each year toward total proficiency in reading by 2014. School children have been given the choice to attend other schools in the district and as a result whole school staff could replaced. This study sought solutions in a reading program and strategies that could help the students with specific learning disabilities (SLD) become proficient at grade level reading. A survey instrument was given to Exceptional Children’s (EC) directors, principals, and EC teachers and a focus group discussion was conducted with EC teachers in seven rural school systems in North Carolina who had been successful with making AYP for five years, 2005-2009. Results indicated that one particular reading program or strategy did make a difference, Direct Instruction. Data from the focus group discussion further indicated that these schools were using multiple reading programs and strategies plus quality staff development, whole school reform, creative scheduling, and a supportive principal to make the difference with the children identified as SLD, in the Students with Disabilities subgroup, as they strove for proficiency.
A descriptive study of exceptional children teacher practices in select North Carolina middle schools making adequate yearly progress
PDF (Portable Document Format)
466 KB
Created on 12/1/2010
Views: 1571
Additional Information
- Publication
- Dissertation
- Language: English
- Date: 2010
- Keywords
- Middle Schools, Reading, Students With Disabilities
- Subjects
- United States. No Child Left Behind Act of 2001
- Learning disabled children -- Education (Middle school) -- Reading -- North Carolina
- Education, Rural -- North Carolina