Please enable JavaScript.

Coggle requires JavaScript to display documents.

Findings 7 (Blanchett (A Historical Analysis of Brown’s Relationship to…

- - - - “When students with disabilities were served, they were often educated in “ghettolike” isolated and “run-down” classrooms within buildings that housed students without disabilities or in separate facilities altogether.” (Blanchett 2009, p373)
        
        “The concept of normalization was based on the idea that individuals with disabilities have the right to participate in all aspects and facets of life, including the right to be educated in public schools, to have access to their peers without disabilities, to live in their communities versus institutions, and to develop the skills needed to work and engage in recreational activities.” (Blanchett 2009, p374)
- - - - "Looking across rather than within age groups, one sees that a similar gap widening occurs as older children increase their advantage over their younger counterparts when they are offered the same intervention given to younger children. For example, Jones, Ridgeway, and Bremner (1983) demonstrated differential gains for strategy acquisition across developmental levels. In their study, 84 children were divided into three age groups, ranging from 5 to 12 years of age, and were tested on a memory task both before and after being given an intervention in the use of a mnemonic strategy."
      - "We begin with several examples of experimental educational interventions that contrasted the performance of nongifted students to their gifted peers. Such performance based interventions provide evidence of the potential for gap widening when traditionally targeted interventions are universalized. Earlier we described the ﬁndings of Borkowski and Peck (1986), who demonstrated gap widening when a strategy-training intervention disproportionately beneﬁted the gifted students. In another example within the same domain, Scruggs and Mastropieri (1988) demonstrated that in high-structure and low-structure strategy training, gifted students signiﬁcantly outperformed nongifted students in terms of training, transfer, and retests and on a number of strategies reportedly used."
    - -  “if policymakers intend some cognitive interventions to close preexisting gaps, then such demonstrations underscore the need for more focused, targeted interventions that boost the lower scoring group without adding to the higher scoring group’s preintervention advantage.” (Ceci, 2005, pg. 153)
      -  “They reported that although the intervention improved the vocabulary of all children, analyses of pre- and posttest vocabulary measures revealed signiﬁcant interactions between testing conditions and children’s ability” (Ceci, 2005, pg. 153)
    - -  “may be more likely to utilize it than their more advantaged peers if it is not advertised as a program targeted to them. Hence, such programs actually end up being implicitly targeted to disadvantaged groups yet made politically acceptable to taxpayers because the programs are ostensibly open to all groups.” (Ceci, 2005, pg. 154)
      -  “according to an analysis of federal data on over 4,000 universities by The New York Times (Winter, 2004), universities that are members of the Ivy League receive 5 to 12 times the median amount of federal ﬁnancial aid per applicant that is given to the rest of the nation’s colleges to run their low-interest loan programs” (Ceci, 2005, pg. 154)
    - -  “like Sesame Street, AP classes are an example of nontargeted interventions because they are made available to all eligible students who attain a given level of achievement, without regard to income or race. Unlike Sesame Street, however, AP offerings were never intended to narrow the gap between advantaged and disadvantaged students.” (Ceci, 2005, pg. 155)
      -  “So, although lower SES students do garner beneﬁts from AP courses when they are made available to them, in terms of group means their higher SES counterparts beneﬁt much more from this program, which was designed to help all students.” (Ceci, 2005, pg. 155)