Date of Award
4-14-1995
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Ruth L. Meese, Ph.D.
Second Advisor
Linda R. Tennison, Ph.D.
Third Advisor
Stephen C. Keith, Ed.D.
Abstract
This study examined the curricular approaches for students with learning disabilities in high school resource rooms in the state of Virginia . Sixty-five resource room teachers participated in the study. Subjects completed a 25 item likert-type scale survey which reflected the five basic ·curricular opt ions for students with learning disabilities. Subjects were required to indicate the extent to which he or she emphasized the statement in the classroom. Descriptive Statistics, an Analysis of Variance (ANOVA), and a Tukey Test of Multiple Comparisons were used to analyze the data. The results of the ANOVA revealed that Curricular Options (the Within factor) displayed statistical significance, E (4,252) .09, Q<.05. Further analysis by the Tukey Test revealed that 6 statistical ly significant differences occurred at the .05 level. Basic Ski l ls, Tutorial , and Learning Strategies approaches differed significantly from each of the other two curricular opt ions but did not differ from each other. Therefore, Basic Skills, Tutorial , and Learning Strategies are emphasized more in high school resource rooms for students with learning disabilities in the state of Virginia .
Recommended Citation
Harrison, Dana, "AN ANALYSIS OF CURRICULAR OPTIONS CURRENTLY USED IN HIGH SCHOOL RESOURCE ROOMS FOR STUDENTS WITH LEARNING DISABILITIES IN VIRGINIA" (1995). Theses & Honors Papers. 267.
https://digitalcommons.longwood.edu/etd/267
Included in
Curriculum and Instruction Commons, Secondary Education and Teaching Commons, Special Education and Teaching Commons
