| Historically, adolescents with learning disabilities have struggled with the expected level of academic rigor at the secondary level, resulting in higher dropout rates and poorer postschool options than their nondisabled peers. Developing appropriate special education supports and interventions is vital to changing this result. The research problem examined in this study centered on the effectiveness of a multitiered set of special education services and interventions for the academic progress of ninth-grade students with learning disabilities. The multitiered model presented in this research is based on the premise that more layers of special education support, increased levels of intervention, smaller group size, and increased frequency of service produce greater gains in student achievement in English/language arts. In a multitiered model, students with learning disabilities received multiple levels of intervention combined with layered special education services. The tiers consisted of Tier 1, general education English class; Tier 2, general education intervention program (two periods) or general education English class and one period of special education (learning center); or Tier 3, special education content instruction with one additional period of intervention instruction. Layers of special education support consisted of coplanning, coteaching, direct instruction-nonintensive, and direct instruction-intensive. Using a value-added analysis, the pre- and postintervention results of the state required tests were compared to determine growth in English. In addition, classroom observations using the Classroom Climate Scale as an observational protocol were conducted to determine the extent of the provision of accommodations within the general education classroom. It was predicted that students in Tier 3 would demonstrate the greatest gains, although the results indicated that students in Tier 1 made the highest academic gains in English. Classroom observations demonstrated the importance of effective coplanning and coteaching based on student need. Although the results may not have fully validated the model, it appears to have generated enough questions about the potential benefits of a multitiered method for providing services and intervention to secondary students with learning disabilities to warrant further exploration. |
