An Exploration of Attributions Towards Success in Secondary Students with Disabilities

Authors

D. Tyler

DOI

10.58809/BBCC1124

Abstract

With the emergence of No Child Left Behind, the emphasis is on scientific-based research to provide evidence for certain practices and approaches to learning and remediation. While no one would deny that developing basic skills of reading, writing and mathematics are essential foundations for our youth, but, are they sufficient? A major topic of conversation across the nation is that American schools are failing in closing the achievement gap, particularly in reading and mathematics. While a variety of reading and mathematics programs have emerged, a number of professionals purport that more strategic solutions are needed to improve achievement. Moreover, when considering that school populations are becoming more diverse, teachers are challenged to meet the needs of each student, including those with disabilities.

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.

Rights

© The Author(s)

Comments

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Recommended Citation

Tyler, D. (2011) "An Exploration of Attributions Towards Success in Secondary Students with Disabilities," Academic Leadership: The Online Journal (2003-2012): Vol. 9: Iss. 2, Article 7.
DOI: 10.58809/BBCC1124
Available at: https://scholars.fhsu.edu/alj/vol9/iss2/7