Fulltext:
Volume & Issue:
Article Type :
Abstract:
Purpose
The objectives of this study were (i) to establish a model that describes and predicts the school support services provided
to students with disabilities in general education classrooms, and (ii) to understand the school support services that such
students receive and explore the background factors that might influence the provision of such services.
Design/methodology/approach
This study used the data from the Special Needs Education Longitudinal Study (SNELS), which collected data on sixth-
and ninth- grade students with disabilities who had been placed in general education classrooms in the 2010 academic
year. In total, 1,454 students with disabilities were selected for the analyses.
Findings
First, human resources had the greatest influence on school support services in the model, and teaching accommodations
had the second greatest. By contrast, teachers’ special education knowledg and competency in general education
classrooms were no significant in the model. However, cooperation between teachers in general education classrooms
and special education teachers was higher than that between itinerant teachers and therapists. The most commonly used
teaching accommodations were classroom environment, homework content or completion time, and teaching strategies.
The main support services were tuition waivers, scholarships and examination adjustments. Third, school location of
students with disabilities had a significant effect on the level of help received from itinerant teachers, and collaboration
with special education teachers. Fourth, disability category had a significant effect on most support services variables
provided by the school.
Originality/value
This study used the SNELS database, which provided a large sample size, to establish a predictive model. The major
findings were that human resources in special education had the greatest influence on school support services; the
second most influential factor was teaching accommodations. By contrast, teachers’ special education knowledge and
competency in general education classrooms did not have direct significant predictive roles in the model.
Author:
Author Description:
Associate Professor, Department of Special Education, National Tsing Hua University; Assistant Professor, Department of Special Education, National Tsing Hua University, Hsinchu, Taiwan.
Keywords:
APA:
Sun, S.-J., & Huang, T.-Y. (2018). Establishing A model of school support services for students with disabilities in general education classroom. Contemporary Educational Research Quarterly, 26(1), 77-113.
Full Text:
