Stability of the IEP Status of Student’s in the United States

• 발행기관: 한국특수교육학회
• 저자명: Ji-Ryun Kim(김지련) John T. Foley
• 간행물 정보: 『특수교육학연구』제45권 제4호, 237~254쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2011.03.30

국문 초록

본 연구의 목적은 학교의 특성과 학생의 개인적 특성이 그 학생의 개별화교육계획(Individualized Education Program)의 안정성에 어떤 영향을 주는 지 학생들이 유치원으로부터 5학년까지 경험하는 개별학습계획의 안정성과 변화를 고찰하여 알아보는 것이다. 본 연구는 the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K) Restricted-Use dataset을 이용하여(n = 1,050) 개별화교육계획을 가진 장애 학생들을 장애 진단을 계속 유지한 집단(maintained group)과 장애진단을 받았다가 환급된 집단(declassified group)으로 분류하고 로지스틱 회귀분석을 실행하였다. 이 분석의 결과 도심에 위치한 학교의 학생들이 개별학습계획을 유지하는 경향이 높았다. 마지막으로 이 연구의 제한점과 향후 연구의 방향이 제시되었다.

영문 초록

The purpose of this study was to examine how school urbanicity, school size, family socioeconomic status, students’ gender, and students’ race/ethnicity impact the stability of students’ IEP status. The stability of students’ IEP status as well as the types of IEP status changes they experienced between kindergarten and fifth grade were examined in relation to their individual background characteristics and to the characteristics of the schools they attend. In this study, students who have had IEPs between kindergarten and fifth grade were classified into either a “maintained” group or a “declassified” group. The “maintained” group includes both students who maintained their IEP status from kindergarten through fifth grade and the students who did not have an IEP at kindergarten but gained one after kindergarten. The “declassified” group includes students who had their IEPs at kindergarten but were declassified between kindergarten and fifth grade. A logistic regression analysis of the data (n = 1,050) extracted from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K) Restricted‐Use dataset reveals that urban schools have a higher ratio of students who maintained or gained their IEP status between kindergarten and fifth grade than mid‐size suburban schools and small town/rural schools.

목차

Ⅰ. Methods

Ⅱ. Results

Ⅲ. Discussion

키워드

개별화교육계획 안정성 장애 IEP Stability Disability