No Child Left Behind

Purpose Students with severe disabilities need special education to ensure that “No Child Left Behind” policy provisions are fulfilled. As a result, educators should use evidence-based instructional strategies to ensure that students with disabilities demonstrate educational progress during yearly assessment as provided in the NCLB educational provisions. The US educational policy requires schools to demonstrate […]

Curriculum-Based Instruction

Purpose The purpose of the study was to examine the extent to which learners with intellectual and developmental disabilities have access to the general education curriculum and the extent to which such access is related to and envisaged by complementary tools and services, including curriculum modifications (e.g., adaptations and argumentations, educational and assistive technology, adult […]

Quantitative data analysis

After having looked at quantitative data collection, Grinnell, Williams and Unrau move into a critical and important step in social research which, in this case, involves analyzing quantitative data covered in chapter 15. Quantitative data analysis is the process of making sense out of numbers in order to allow meaningful interpretation. This process involves four […]

Qualitative data

The process of analyzing qualitative data is vital in social research just as that of quantitative data analysis. Qualitative data according to Grinnell, Williams and Unrau (2012), is that data that measure a quality or kind. This type of data is generally descriptive and non-numeric in nature and it is based on spoken or written […]