http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
김지련,John T. Foley 한국특수교육학회 2011 특수교육학연구 Vol.45 No.4
The purpose of this study was to examine how school urbanicity, school size, family socioeconomic status, students’ gender, and students’ race/ethnicity impact the stability of students’ IEP status. The stability of students’ IEP status as well as the types of IEP status changes they experienced between kindergarten and fifth grade were examined in relation to their individual background characteristics and to the characteristics of the schools they attend. In this study, students who have had IEPs between kindergarten and fifth grade were classified into either a “maintained” group or a “declassified” group. The “maintained” group includes both students who maintained their IEP status from kindergarten through fifth grade and the students who did not have an IEP at kindergarten but gained one after kindergarten. The “declassified” group includes students who had their IEPs at kindergarten but were declassified between kindergarten and fifth grade. A logistic regression analysis of the data (n = 1,050) extracted from the Early Childhood Longitudinal Study Kindergarten Cohort (ECLS-K) Restricted‐Use dataset reveals that urban schools have a higher ratio of students who maintained or gained their IEP status between kindergarten and fifth grade than mid‐size suburban schools and small town/rural schools.