Assessing opportunity-to-learn for students with disabilities in general and special education classes

Journal article

Kurz, Alexander, Elliott, Stephen N., Lemons, Christopher J., Zigmond, Naomi, Kloo, Amanda and Kettler, Ryan J.. (2014). Assessing opportunity-to-learn for students with disabilities in general and special education classes. Assessment for Effective Intervention. 40(1), pp. 24 - 39. https://doi.org/10.1177/1534508414522685
AuthorsKurz, Alexander, Elliott, Stephen N., Lemons, Christopher J., Zigmond, Naomi, Kloo, Amanda and Kettler, Ryan J.
Abstract

Current legislation encourages schools to educate students with disabilities (SWDs) in general education settings to the greatest extent appropriate. However, it is unclear whether inclusion in general education settings provides SWDs a sufficient opportunity to learn the academic content assessed by accountability measures. This initial study was designed to (a) describe the extent to which general and special educators provide their eighth-grade classes with an opportunity to learn the state-specific standards and to (b) examine the extent to which SWDs experience a differentiated opportunity to learn compared with their overall class. Across three states, we trained 38 general and special educators to use an online teacher log to report on various opportunity-to-learn (OTL) indices for 46 mathematics and reading classes and 89 nested SWDs. Based on an average logging period of 151 days, the results indicated that this sample’s SWDs included in general education classes experienced less time on standards, more non-instructional time, and less content coverage than their overall class. Limitations and implications for policy and future research are discussed.

Keywordsopportunity to learn; differentiated opportunity structure; inclusion; instructional time; content coverage; instructional quality
Year2014
JournalAssessment for Effective Intervention
Journal citation40 (1), pp. 24 - 39
PublisherSAGE Publications Inc.
ISSN1534-5084
Digital Object Identifier (DOI)https://doi.org/10.1177/1534508414522685
Scopus EID2-s2.0-84928031267
Page range24 - 39
Research GroupInstitute for Learning Sciences and Teacher Education (ILSTE)
Publisher's version
File Access Level
Controlled
Place of publicationUnited States of America
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