Papers by Larry Kortering
Journal of Special Education, Apr 1, 1991
This study examined the demographic characteristics, information at referral to special education... more This study examined the demographic characteristics, information at referral to special education, and school history while in special education of special education dropouts and graduates. The groups differed on demographic measures of handicapping condition and ethnic group membership. In addition, their school histories differed markedly in terms of attendance disruptions. Implications of these findings are discussed.
Remedial and Special Education, Jul 1, 1990
This article examines the legal parameters pertaining to how and when to properly graduate specia... more This article examines the legal parameters pertaining to how and when to properly graduate special education students. These parameters are presented through a review of pertinent components of the U.S. Constitution, the Rehabilitation Act, and the Education of All Handicapped Children Act and their subsequent legal interpretations as provided by case law. Recommendations on how school districts can properly terminate services are also presented
Exceptionality, Jan 9, 2009
Behavioral Disorders, Nov 1, 1992
Remedial and Special Education, Nov 1, 1999
Students with disabilities graduate from high schools at a rate that is half that of their genera... more Students with disabilities graduate from high schools at a rate that is half that of their general education peers. This low rate endures despite access to educational programs that should be tailored to students' unique needs. This situation raises concern about how to help more students stay in school until graduation. One avenue worth considering is whether schools have satisfied the various legal standards designed to ensure that students benefit from an appropriate education. This article considers these legal standards and suggests that, in some cases, schools may fall short of their obligations to these students. Specifically, schools may need to treat the decision to drop students from schools as a change in placement, afford these students various due process procedures, and regard dropout prevention as a related service.
Routledge eBooks, May 26, 2020
Exceptionality, Jan 9, 2009
... accumulate ten times more wealth than those headed by a school dropout (Gouskova & Staffo... more ... accumulate ten times more wealth than those headed by a school dropout (Gouskova & Stafford, 20056. Gouskova, E. and Stafford, F. 2005 ... school and learning, beginning with their initial work with the Check & Connect Model (see Sinclair, Christenson, Evelo, & Hurley, 199816 ...
Career Development and Transition for Exceptional Individuals, Oct 1, 1991
ABSTRACT
Journal of Special Education Technology, Sep 1, 1996
Remedial and Special Education, Sep 1, 2006
Career Development and Transition for Exceptional Individuals, Oct 21, 2009
enterprise mentioned in this publication is intended or should be inferred. We would also like to... more enterprise mentioned in this publication is intended or should be inferred. We would also like to thank Dr. Claudia Flowers and Dr. Richard Lambert for their help throughout the review process and comments on earlier drafts of this article.
Exceptional Children, Mar 1, 1992
This studv examined the utility ora linear discriminant function to distinguish between students ... more This studv examined the utility ora linear discriminant function to distinguish between students identified as (earnillg disabled (LD) who had either been releasedfront high school under codes slIggeslil'e o] school dropout (n =2/3) or graduation (n = 92). The discriminant junction II'{IS comprised of' six variables-s-student ethnicit», reading ability, family intactness, [amily socioeconomic status. school transfers, and school-initiated interruptions. The analysis deteimincd that di/rerellc('.1 between the LlJ dropout sample and LD graduate sample I\'ere sllllicietl! {() allow [or a discrinnnation between the groups. On the basis of'grollP di/fere11ce,l'the discriminantfunction 1!1lI1 was constructed correctl» classifted 8J% or the .1'(hoot dropouts and 46% ofrho school graduates.for all overall 73% «ccuracv rate. Thosefactors cOlllri!J1/lil/g most to thefunction Iv('/'e the number ofdistrict-initiated interruptions, schooltransfers, and fill/lily intactness.
Remedial and Special Education, Apr 7, 2008
This article examines findings on student perceptions of individual interventions based on the pr... more This article examines findings on student perceptions of individual interventions based on the principles of universal design for learning (UDL). The examination includes a comparison of the reported perceptions of mainstreamed students with high incidence disabilities (i.e., learning disabilities, behavioral disorders, or other health impairments under Section 504 of the Rehabilitation Act) to that of their general education peers. Findings showed that relative to their other academic classes, both groups of students had high levels of satisfaction and expressed similar themes as to what they perceived to be the best and worst parts of the interventions and ideas for improvement. Both groups also reported near unanimous agreement as to wanting their teachers to use more UDL interventions. The reported perceptions and subsequent comparison forms the basis for discussing the implications of UDL in high school settings.
Learning Disability Quarterly, Aug 1, 2002
This study illustrated how youth with learning disabilities (LD) perceive various aspects of thei... more This study illustrated how youth with learning disabilities (LD) perceive various aspects of their high school program. One hundred and eighty-five students with LD participated in an interview that explored their views of high school. Specifically, they responded to questions about the best and worst parts of school, recommended school, family, or personal changes that would improve their success in school, gave examples of how a teacher had helped them to learn, and offered general recommendations for improving school. The responses provide information on how they, as consumers of services, view their high school program. This information, in turn, offers insight into how educators might better tailor high school interventions to help more youth with LD to complete high school.
Remedial and Special Education, Mar 1, 1999
School dropout is considered as the abandonment of the educational system by students, caused by ... more School dropout is considered as the abandonment of the educational system by students, caused by a combination of factors that are generated both in school and in social contexts, family and individual contexts. Dropping out of school implies a definitive abandonment of an institution or a University, after having enrolled and therefore cannot finish the degree or level of study. Objective: Identify the causes that influence school dropout and propose strategies to address the interest of the student. Method: This research has a qualitative, descriptive, non-exploratory approach. Subjects: 52 students of higher education. Instrument: The questionnaire was applied to the survey for students about dropout in higher education. Results: Of the participants, 29% (15) are male and 71% (37) are female students. When referring to you, what is school dropout for you?, 77% of the students think it is an educational problem that affects the development of the country, 17% commented that for them it is a psychosocial problem and 6% refer That is a complex problem. When asking the students that they will do the next semester, 81% commented that they will continue with their studies and 19% said they will change their degree. Conclusion: The factors that influence school dropout can be mentioned what students think the economic factor considers as a dropout factor, 62% think that crime is also another factor, 71% think that with the support of a scholarship, Having good friendships and a good family relationship consider it a motivation to continue studying.
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Papers by Larry Kortering