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对干预和特定学习障碍识别的反应:来自田纳西州的证据
Allison F Gilmour1, Justin Harper2, Blair Lloyd3
1American Institutes for Research, Arlington, VA, USA.
Journal of learning disabilities
|December 4, 2023
概括
对干预的响应 (RTI) 降低了特定学习障碍 (SLD) 识别率,特别是在黑人和经济弱势学生中. 需要进一步的研究,以了解这是否反映了改善的结果或延迟的识别.
科学领域:
- 教育政策 教育政策
- 特殊教育 特殊教育
- 教育心理学教育心理学
背景情况:
- 对干预的响应 (RTI) 是学术支持和确定特定学习障碍 (SLD) 的框架.
- 有关不同学生群体中SLD识别的不成比例存在担忧.
- 了解全州政策实施的影响对于教育公平至关重要.
研究的目的:
- 检查全州响应干预 (RTI) 采用和SLD识别率变化之间的关联.
- 调查这些关联是否在田纳西州小学学生人口统计学中存在差异.
- 分析RTI对第三年级第一次SLD识别的影响.
主要方法:
- 利用中断时间序列和危险模型来分析全州数据.
- 在RTI实施之前和之后检查了SLD识别率的变化.
- 评估了不同学生群体的影响的差异,包括种族和经济地位.
主要成果:
- RTI采用与SLD确定的学生总体百分比的初始和持续下降有关.
- 在黑人和经济弱势学生中观察到SLD识别的显著下降.
- 第三年级第一次SLD识别的几率平均下降61%,与RTI相关.
结论:
- 田纳西州的全州响应干预 (RTI) 实施与特定学习障碍 (SLD) 识别率的降低一致.
- 这些减少在黑人和经济弱势学生中更为明显,可能解决了一些不成比例的问题.
- 需要进行进一步的研究,以确定SLD识别的观察到的下降是否源于学术成果的改善或识别过程的延迟.
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