Providing the least restrictive environment for children is a reaction on behalf of children with special needs. This act is designed to place children in an environment inductive specifically for that student to enhance his or her learning ability. Turnbull (1993) stated, “The doctrine of the least restrictive alternative was established by the U.S. Supreme Court’s interpretation of the federal constitution.” (p.400). In this study the teacher beliefs regarding the student’s achievement status will be examined in relation to environmental diversity that has occurred to enhance the learning process.
The problem to be addressed is to investigate student’s achievement scores to discover if learning skills are enhanced in an environment that is not restricted, but individualized for a student with special needs according to the regulations provided by the federally mandated act of NCLB. The problem addresses the issue to explore there is no sufficient evidence that achievement scores were significantly higher as a result of the implementation of the federally mandated NCLB.
According to Boehner, prior to this new legislation, achievement scores have often not reflected a true picture of student achievement. This issue is mainly because the scores were reviewed as a whole, rather than individual, with higher scoring students ...
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...nd compared. The indication was that scores were not significantly different. The t-score for the independent T test was -.055.
The researcher failed to reject the null hypothesis based on the level of student’s achievement scores. The results show that student test achievement at the 0.01 level. There is no sufficient evidence of significant difference in achievement scores of students with special needs, when placed in an environment that is not restricted. As a result of the null hypothesis that this researcher found based on the achievement scores of students under the implementation of the federally mandated NCLB, additional research would be suggested to attain the effect of NCLB on student achievement for students with special needs. The results of this research indicated that there was no sufficient evidence of significant difference in test scores.
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