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251258
251..258
Philippe Tremblay
Universit Laval
Key words: Inclusive practices, collaboration/consultation, special education, programme, learning disabilities.
2012 The Author. Journal of Research in Special Educational Needs 2012 NASEN. Published by John Wiley & Sons Ltd, 9600 Garsington Road, Oxford OX4 2DQ, UK and
350 Main Street, Malden, MA 02148, USA
251
iA
iB
iC
iD
iE
iF
iG
iH
iI
iJ
iK
iL
17
18
23
24
24
29
17
18
17
19
23
24
Students with LD
0.26
0.18
0.30
0.36
0.23
0.21
0.21
0.21
0.20
0.21
0.21
0.41
Grade 1 classes in one school shared the same special educator on a part-time basis.
253
sA
sB
sC
sD
sE
sF
sG
sH
sI
sJ
sK
sL
sM
10
10
13
10
12
10
14
Students with LD
10
10
11
12
10
12
11
13
30
24
15
18
21
0.15
0.14
0.19
0.13
0.44
0.30
0.20
0.29
0.15
0.30
0.19
0.29
0.16
respectively). In June, we observed that the average deviation became positive in favour of the included students, as
the difference went from -0.67 to 1.35 in reading/writing
and from -0.82 to 1.95 in math. The t-test did reveal,
however, that these differences were not significant for
these two subjects (t = 1.802, P = 0.091; t = 1.726, P =
0.079, respectively). The ranks analysis with the Wilcoxon
test was significant in reading/writing (P = 0.035), but not in
math (P = 0.086). For the students in special education, we
again observed a significant decrease in achievement in
math (P = 0.021), but not in reading/writing (P = 0.070)
(Figure 2).
For the grade 1 co-taught students with LD, compared with
the students without disabilities, the latter were shown to
score higher in reading/writing (t = -0.186, P = 0.853) than
in math (t = -2.588, P = 0.011), although these differences
were only significant in math. At the end of grade 1, the
means difference between the two groups grew was significant (t = 2.155, P = 0.036; t = -5.680, P = 0.000). Early in
grade 2, we observed significant differences between the
two groups to the advantage of the students without disabilities (t = -3.546, P = 0.001; t = -3.661, P = 0.001). In
June, however, despite the fact that the two means continued to differ significantly in both subjects, the gap stabilised
and even decreased in math (t = -2.401, P = 0.022) and in
reading/writing (t = -2.664, P = 0.009).
Although we observed a progression of the rank differences
between the students without disabilities and those with LD
in the special education setting at the beginning of grade 1,
the difference in the means between the two groups were
low and thus not significant in reading/writing and math
(t = -0.399, P = 0,30; t = -0.424, P = 0.672). However, at
the end of this year, greater differences were apparent
between the two groups and were statistically significant
(t = -7.317, P = 0.000; t = -5.338, P = 0.000). In grade 2,
marked differences between the two groups were observed
255
References
Clay, M. (2003) Le Le sondage dobservation en
lecture-criture [An observation survey of early
literacy achievement]. (G. Bourque, Trans.) Montral,
Canada: ditions Chenelire/McGraw-Hill.
2012 The Author. Journal of Research in Special Educational Needs 2012 NASEN
258
2012 The Author. Journal of Research in Special Educational Needs 2012 NASEN
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