The Impact of Socioeconomic Status on Special Education Students with Specific Learning Disabilities in Reading by Denisha Bolden

The Impact of Socioeconomic Status on Special Education Students with Specific Learning Disabilities in Reading by Denisha Bolden https://padlet.com/dys27/jtq2noxxy49g E-Poster en-us 2018-02-27 19:35:18 UTC 2024-11-15 05:21:31 UTC hello@padlet.com Next Steps/Future Direction of the Research dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112023 The next steps will include a review of disparities between high and low SES schools in overall academic achievement and special education referral process.]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112023 References dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112024 Aron, L., & Loprest, P. (2012). Disability and the Education System. The Future of Children, 22(1), 97-112. Retrieved from https://files.eric.ed.gov/fulltext/EJ968439.pdf
Barr, R. D., & Parrett, W. H. (2007). The Kids Left Behind: Catching Up the Underachieving Children of Poverty. Bloomington, IN: Solution Tree. Retrieved from https://ebookcentral.proquest.com/auth/lib/drexel-ebooks/login.action?returnURL=https%3A%2F%2Febookcentral.proquest.com%2Flib%2Fdrexel-ebooks%2Fdetail.action%3FdocID%3D3404882

Blanchett, W. J., Mumford, V., & Beachum, F. (2005). Urban School Failure and Disportionality in a Post-Brown Era: Benign Neglect of the Consititutional Rights of Students with Color. Remedial and Special Education, 26(2), 70-81. Retrieved from https://www.researchgate.net/profile/Floyd_Beachum/publication/249835168_Urban_School_Failure_and_Disproportionality_in_a_Post-Brown_Era_Benign_Neglect_of_the_Constitutional_Rights_of_Students_of_Color/links/550897d80cf26ff55f838ee3/Urban-School-Failure-a
Boat, T. F., & Wu, J. T. (Eds.). (2015). Mental Disorders and Disabilities Among Low-Income Children . Washington D.C.: The National Academies Press. Retrieved from https://www.ncbi.nlm.nih.gov/books/NBK332880/

Conlin, M., & Jalilevand, M. (2015). Systemic Inequities in Special Education. Journal of Education Finance, 41(1), 83-100. Retrieved from https://pdfs.semanticscholar.org/6da3/96bd078974866938afaa2b06436596d684ae.pdf

Davis, C. (2005). Restrictiveness and Race in Special Education: Access to a Special Education Infrastructure. Learning Disabilities: A Contemporary Journal, 3(1), 57-63.

Derwin, J. (n.d.). Factors Impacting the Special Education Classification of Students Comparing Urban to Rural School Districts. Education Masters.(Paper 60).

Fierros, E. G. (2005). Race and Restrictiveness in Special Education: Addressing the Problem We Know Too Well. Learning Disabilities: A Contemporary Journal, 3(1), 75-85.

Fierros, E. G., & Blomberg, N. A. (2005). Restrictiveness and Race in Special Education Placements in For-Profit and Non-Profit Charter Schools in California. Learning Disabilities: A Contemporary Journal, 3(1), 1-16.

Glander, M. (2016). Selected Statistics From the Public Elementary and Secondary Universe: School Year 2014-15. U.S. Department of Education.

(2015). Individualized Education Programs: Indicators of Child and Youth Well-Being. Child Trends. Retrieved from https://www.childtrends.org/wp-content/uploads/2015/10/98_Children_With_an_IEP.pdf

Jensen, E. (2009). Teaching with Poverty in MInd. Alexandria, VA: ASCD.

Jensen, E. (2013, May). How Poverty Affects Classroom Engagement. Faces of Poverty, 70(8), pp. 24-30. Retrieved from http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/How-Poverty-Affects-Classroom-Engagement.aspx

Mandlawitz, M. (2003). A Tale of 3 Cities: Urban Perspectives on Special Education. Washington, D.C.: Center on Education Policy.

Neuman, S. B. (2013, May). The American Dream: Slipping Away? Faces of Poverty, 70(8), pp. 18-22. Retrieved from http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/The-American-Dream@-Slipping-Away%C2%A2.aspx

Parette, P. (2005). Restrictiveness and Race in Special Education. Learning Disabilities: A Contemporary Journal, 3(1), 17-24.

Parrett, W., & Budge, K. (2016, January 13). How Does Poverty Influence Learning? Retrieved from Edutopia.com: https://www.edutopia.org/blog/how-does-poverty-influence-learning-william-parrett-kathleen-budge

Potter, H. (2013, May). Boosting Achievement by Pursuing Diversity. Faces of Poverty, 70(8), pp. 38-43. Retrieved from http://www.ascd.org/publications/educational-leadership/may13/vol70/num08/Boosting-Achievement-by-Pursuing-Diversity.aspx

Skiba, R. J., Simmons, A. B., Ritter, S., Gibbs, A. C., Rausch, M. K., Cuadrado, J., & Chung, C.-G. (2008). Achieving Equity in Special Education: History, Status, and Current Challenges. Exceptional Children, 74(3), 264-288. Retrieved from http://sped461.pbworks.com/f/skiba+2008.pdf

(2017). The Condition of Education: Children and Youth With Disabilities. Washington, D.C.: National Center for Education Statistics. Retrieved from https://nces.ed.gov/programs/coe/pdf/coe_cgg.pdf

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]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112024 Significance of the Research dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112027 When contemplating the results of student academic achievement, previous research did not consider the impact of SES of students, parental involvement, and school characteristics before students are referred for special education services. To accurately answer these questions, SES, parental involvement, and school characteristics need to be considered with student assessment results in order to see the “whole child”.]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112027 Definition of Terms dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112028 Individual Education Program (IEP)- A legally binding document by the Individuals with Disabilities Education Act (IDEA) requires that public schools create an IEP for every child receiving special education services to address each child’s unique learning issues and include specific educational goals.
Learning disability-a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which disorder may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations.
Reading comprehension-the ability to perceive and understand the meanings communicated within texts.
Reading fluency-the ability to read texts with speed, accuracy, and proper prosody.
Response to intervention (RTI)-is a multi-tier approach to the early identification and support of students with learning and behavior needs.
Socio-economic status (SES)-status received after considering the social grouping, income, and education of a person. ]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112028 Gaps in the Literature dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112031 Although the literature focuses on the interrelationships among SES, language proficiency, and race and ethnicity in the U.S., there is a lack of research on the interventions needed to combat the negative impact of SES factors in the classroom when focused directly on the achievement of reading fluency and reading comprehension. ]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112031 Purpose of the Research dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112032 The purpose of this research is to determine the extent of students receiving special education services for specific learning disabilities in literacy at low SES school districts versus the extent of students receiving special education services for specific learning disabilities in literacy at high SES school districts. Key factors of this research will focus on the reasons for referral to special education services, as well as financial and educational resources made available to students with Individualized Education Programs (IEPs). ]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112032 Research Topic Description dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112037 The disproportionate identification of learning disabilities in reading fluency and comprehension amid students from low socioeconomic (SES) backgrounds is a persistent problem within the education system of the United States. Because of their deficient language backgrounds, students from low SES backgrounds are more likely to be identified with learning disabilities than students from high SES backgrounds. This study will utilize archival data such as student socioeconomic information, historical student grades, student observations, and teacher referrals to special education. In addition, this research will use results from testing pertinent to receiving special education services (e.g., WISC-IV, QRI-6, etc.).]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112037 Video of Research Overview dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112039 Click play to watch.]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112039 Problem Statement dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/236112043 Students identified with Learning disabilities account for almost half of the children enrolled in special education programs throughout the country. This statistic led experts to begin questioning the methods in which children are identified with learning disabilities. Their research indicated that that family characteristics and school conditions could also contribute to differences in learning rates. Therefore, students, families, and educators need more information on effective interventions before beginning the special education referral process. ]]> 2018-02-27 19:35:18 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/236112043 Literature Review Map dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/237748096 2018-03-04 02:05:50 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/237748096 The Impact of Socioeconomic Status on Special Education Students with Specific Learning Disabilities in Reading dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/237748223 Denisha Bolden
Dys27@drexel.edu
Executive Education Academy Charter School, Learning Support Teacher

Denisha Bolden currently works for an urban charter school in Lehigh Valley, Pennsylvania. Her official title at work is learning support teacher. However, she wears many hats and plays many roles within the building, especially special education advocate. She is passionate about her students, especially those afflicted by poverty. When she is not teaching, she can be found spending time with her daughters.

]]> 2018-03-04 02:08:35 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/237748223 Research Questions dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/237748393 1. How do the similarities and differences between educational resources in high and low SES schools impact student learning?

2. What challenges do general education teachers face in promoting a positive learning environment within a Title I school? How does their experiences and attitudes differ from non-Title I schools in districts with more funding?

3. How does SES impact overall student achievement in reading fluency and comprehension?

]]> 2018-03-04 02:13:25 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/237748393 Handout#1 dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/237748980 Percentage of children with learning disabilities by the federal poverty level (FPL)]]> 2018-03-04 02:27:37 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/237748980 Handout #2 dys27 https://padlet.com/dys27/jtq2noxxy49g/wish/237749005 Daily Parent-Child Speech Interactions]]> 2018-03-04 02:28:17 UTC https://padlet.com/dys27/jtq2noxxy49g/wish/237749005