The Effects of the Skills for School Success Curriculum Upon the Mainstream Academic Performance of Special Education Students
Date of Award
Specialist in Education
Dr. Howard E. Farris
Dr. Michael Bahr
Dr. Richard Mallot
Masters Thesis-Open Access
Since the implementation of PL 94-142, the Education for All Handicapped Children Act, over 4 million students have been identified as exceptional (Higgins, 1976). Of these children, 4.41% are placed in general education classrooms for at least part of their school day. The prior research evaluating the effectiveness of general education classroom placement has centered around instructional techniques. This study examined a different aspect of general education placement: study skills. The present study employed a multiple baseline across subjects experimental design to evaluate the effectiveness of the "Skills for School Success" program. The subjects were two students identified by their school referral teams as Emotionally Impaired and two students identified as Learning Disabled. Two subjects were eliminated due to a high number of absences, low reading ability, and a participating teacher's voluntary withdrawal from the study. The results indicate that the Skills for School Success program may be a viable method of assisting special education students in improving their mainstream academic performance.
Fabricant, Jennifer, "The Effects of the Skills for School Success Curriculum Upon the Mainstream Academic Performance of Special Education Students" (1994). Masters Theses. 3478.