Who Exits Special Education Back to General Education? Exploring Predictors of Declassification
Author:
Funder
Office of Special Education Programs, Office of Special Education and Rehabilitative Services
Publisher
Springer Science and Business Media LLC
Subject
Developmental and Educational Psychology,Education
Link
https://link.springer.com/content/pdf/10.1007/s43494-023-00107-8.pdf
Reference24 articles.
1. Bates, D., Maechler, M., Bolker, B., & Walker, S. (2015). Fitting linear mixed-effects models using lme4. Journal of Statistical Software, 67(1), 1–48. https://doi.org/10.18637/jss.v067.i01
2. Carlson, E., & Parshall, L. (1996). Academic, social, and behavioral adjustment for students declassified from special education. Exceptional Children, 63(1), 89–100. https://doi.org/10.1177/001440299606300
3. Coutinho, M. J., & Oswald, D. P. (2005). State variation in gender disproportionality in special education: Findings and recommendations. Remedial & Special Education, 26(1), 7–15. https://doi.org/10.1177/07419325050260010201
4. Curran, F. C., Bal, A., Goff, P., & Mitchell, N. (2021). Estimating the relationship between special education de-identification for emotional disturbance and academic and school discipline outcomes: Evidence from Wisconsin’s longitudinal data. Education & Urban Society, 53(1), 83–112. https://doi.org/10.1177/0013124520925053
5. Daley, T. C., & Carlson, E. (2009). Predictors of change in eligibility status among preschoolers in special education. Exceptional Children, 75(4), 412–426. https://doi.org/10.1177/001440290907500402
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