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The impact of the least restrictive ...

Capella University., School of Education.

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The impact of the least restrictive environment for American Indian high school students on an IEP.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The impact of the least restrictive environment for American Indian high school students on an IEP./
Author:	Cypher, Kimberly Anne.
Description:	135 p.
Notes:	Adviser: Jason Ward.
Contained By:	Dissertation Abstracts International69-05A.
Subject:	Education, Secondary. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3307543
ISBN:	9780549564850

The impact of the least restrictive environment for American Indian high school students on an IEP.
Cypher, Kimberly Anne.

The impact of the least restrictive environment for American Indian high school students on an IEP. - 135 p.

Adviser: Jason Ward.

Thesis (Ph.D.)--Capella University, 2008.

The primary purpose or focal point of this qualitative case study was to understand, describe, explore, explain, and determine the impact of the least restrictive environment (LRE) for American Indian (AI) high school students on an individualized education program. The research was also to identify strategies for the LRE that have the most influence on classroom practices for high school American Indian students with disabilities. By identifying these strategies, the study's results have provided valuable information for planning and implementing AI culture into the LRE. The literature review focused on AI students on an Individualized Education Program (IEP) in the LRE, constructivist learning theory, accommodations and modifications, and teacher roles. Several studies have attempted to explain why AI students are not successful in the LRE. This case study examined best practice solutions for AI students. The IEP team must discuss if the IEP goals can be achieved in the regular classroom. Placement decisions should be made by determining whether a particular placement option will support the effective instructional practices that are required for a particular student to achieve individual goals. The target population and participants were four AI junior and seniors from a high school in the upper Midwest. The data was collected over a six week period during the 2008 school year. The data was collected electronically through interviews (open and closed questions) with the participants, a thorough review of archival data, students' journals, detailed research log, documents, and physical artifacts (student work samples and portfolios). Also, participant observer field notes were used in a descriptive and holistic research design. Qualitative research approaches were utilized in the data collection and analysis of this study. Data analysis focused on the research questions posed in this study. The research can be used for further studies of this nature and could expand to other types of schools and to other states where AI students are integrated.

ISBN: 9780549564850Subjects--Topical Terms:

539262
Education, Secondary.

The impact of the least restrictive environment for American Indian high school students on an IEP.
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502 $a Thesis (Ph.D.)--Capella University, 2008.
520 $a The primary purpose or focal point of this qualitative case study was to understand, describe, explore, explain, and determine the impact of the least restrictive environment (LRE) for American Indian (AI) high school students on an individualized education program. The research was also to identify strategies for the LRE that have the most influence on classroom practices for high school American Indian students with disabilities. By identifying these strategies, the study's results have provided valuable information for planning and implementing AI culture into the LRE. The literature review focused on AI students on an Individualized Education Program (IEP) in the LRE, constructivist learning theory, accommodations and modifications, and teacher roles. Several studies have attempted to explain why AI students are not successful in the LRE. This case study examined best practice solutions for AI students. The IEP team must discuss if the IEP goals can be achieved in the regular classroom. Placement decisions should be made by determining whether a particular placement option will support the effective instructional practices that are required for a particular student to achieve individual goals. The target population and participants were four AI junior and seniors from a high school in the upper Midwest. The data was collected over a six week period during the 2008 school year. The data was collected electronically through interviews (open and closed questions) with the participants, a thorough review of archival data, students' journals, detailed research log, documents, and physical artifacts (student work samples and portfolios). Also, participant observer field notes were used in a descriptive and holistic research design. Qualitative research approaches were utilized in the data collection and analysis of this study. Data analysis focused on the research questions posed in this study. The research can be used for further studies of this nature and could expand to other types of schools and to other states where AI students are integrated.
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