English and language arts teachers of braille-reading students in general education classes rated these students' academic engagement and the academic achievement of low- and average-achieving sighted students in the same classrooms. The braille readers were found to be statistically similar to the low-achieving students with regard to effort, self-determination, and inattention.
AndersonA. R., ChristensonS. L., SinclairM. F., & LehrC. A. (2004). Check and connect: The importance of relationships for promoting engagement with school. Journal of School Psychology, 42, 95–113.
3.
BardinJ. A. (2006). Academic engagement of students with visual impairments in general education language arts classrooms (doctoral dissertation, Florida State University). Dissertation Abstracts International, 67(8), 2938A. (UMI No. 3232362).
4.
BardinJ. A., & LewisS. (2008). A survey of academic engagement of students with visual impairments in general education classes. Journal of Visual Impairment & Blindness, 102, 472–483.
CaballoC., & VerdugoM. A. (2007). Social skills assessment of children and adolescents with visual impairment: Identifying relevant skills to improve quality of social relationships. Psychological Reports, 100, 1101–1106.
7.
ChenJ. J. (2008). Relation of academic support from parents, teachers, and peers to Hong Kong adolescents’ academic achievement: The mediating role of academic engagement. Genetic, Social, and General Psychology Monographs, 131, 77–127.
8.
DolezalS. E., WelshL. M., PressleyM., & VincentM. (2003). How do Grade 3 teachers motivate their students?Elementary School Journal, 103, 239–267.
9.
Fernandez-VivoM. (2002). The effects of peer tutoring on the academic learning time in physical education (ALT-PE) of elementary school students with visual impairments in inclusive physical education classes.Unpublished doctoral dissertation, Florida State University, Tallahassee.
10.
FieldS., MartinJ., MillerR., WardM., & WehmeyerM. (1998). A practical guide for teaching self-determination. Reston: VA: Council for Exceptional Children.
11.
FinnJ. D., & CoxD. (1992). Participation and withdrawal among fourth-grade pupils. American Educational Research Journal, 29, 141–162.
12.
FinnJ. D., PannozzoG. M., & VoelklK. E. (1995). Disruptive and inattentive-withdrawn behavior and achievement among fourth graders. Elementary School Journal, 95, 421–434.
13.
FisherC., BerlinerD., FilbyN., MarliaveR., CahenL., & DishawM. (1978). Teaching behaviors, academic learning time, and student achievement: An overview. In DenhamC. & SingerH., (Eds.), Time to learn (pp. 7–32). Washington, DC: National Institute of Education.
14.
Florida Department of Education. (2004). Spring 2004 FCAT state demographic report. Tallahassee, FL: Author.
15.
FrederickW. C. (1977). The use of classroom time in high schools above or below the median reading score. Urban Education, 21, 459–465.
16.
FriedmanW. C., CancelliA. S., & YoshidaR. K. (1988). Academic engagement of elementary school children with learning disabilities. Journal of School Psychology, 26, 327–340.
17.
GreenwoodC. R., HortonB. T., & UtleyC. A. (2002). Academic engagement: Current perspectives on research and practice. School Psychology Review, 3, 328–349.
18.
HughesJ. N., LuoW., KwokO., & LoydL. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100, 1–14.
19.
KastnerJ., GottliebB. W., GottliebJ., & KastnerS. (1995). Use of incentive structure in mainstream class. Journal of Educational Research, 89, 52–57.
20.
KozubF. M. (2006). Motivation and physical activity in adolescents with visual impairments. RE:view, 3, 149–160.
LoumietR., & LevackN. (1993). Independent living: A curriculum for adaptations for students with visual impairments— Volume 1: Social competence (2nd ed.). Austin: Texas School for the Blind and Visually Impaired.
23.
MartellaR. C., NelsonJ. R., & Marchand-MartellaN. E. (2003). Managing disruptive behavior in the schools: A school-wide classroom and individualized social learning approach.Boston: Allyn & Bacon.
24.
NatrielloG. (1984). Problems in the evaluation of students and student disengagement from secondary schools. Journal of Research and Development in Education, 17, 14–24.
25.
National Center for Low Incidence Disabilities. (2004). Statewide assessment results for students with low incidence disabilities. Retrieved from http://nclid.unco.edu/outcomes.
26.
No Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2008).
27.
ParkerI., GottliebJ., GottliebB. W., DavisS., & KunzweillerC. (1989). Teacher behavior toward low achievers, average achievers, and mainstreamed minority group learning disabled students. Learning Disabilities Research, 4, 101–106.
28.
PeaveyK. O., & LeffD. (2002). Social acceptance of adolescent mainstreamed students with visual impairments. Journal of Visual Impairment & Blindness, 96, 808–811.
29.
ShapiroD. R., MoffettA., LiebermanL., & DummerG. M. (2005). Perceived competence of children with visual impairments. Journal of Visual Impairment & Blindness, 99, 15–25.
30.
ShawA., GoldD., & WolffeK. (2007). Employment-related experiences of youths who are visually impaired: How are these youths faring?Journal of Visual Impairment & Blindness, 101, 7–12.
31.
ShonkS. M., & CicchettiD. (2001). Maltreatment, competency deficits, and risk for academic and behavioral maladjustment. Developmental Psychology, 37, 3–17.
32.
SkinnerE. A., & BelmontM. J. (1993). Motivation in the classroom: Reciprocal effection of teacher behavior and student engagement across the school year. Journal of Educational Psychology, 85, 571–581.
33.
SlateJ. R., & SaudargasR. A. (1987). Classroom behaviors of LD, seriously emotionally disturbed and average children: A sequential analysis. Learning Disability Quarterly, 10, 125–134.
34.
SoukupJ. H., WehmeyerM. L., BashinskiS. M., & BovairdJ. (2007). Classroom variables and access to the general education curriculum of students with intellectual and developmental disabilities. Exceptional Children, 74, 101–120.
35.
ThompsonR. H., WhiteK. R., & MorganD. P. (1982). Teacher-student interaction patterns in classrooms with mainstreamed mildly handicapped students. American Educational Research Journal, 19, 220–236.
36.
U.S. Census Bureau. (1997). Statistical abstract of the United States:1997. Washington, DC: Author.
37.
ValienteC., Lemery-ChalfantK., SwansonJ., & ReiserM. (2008). Prediction of children's academic competence from their effortful control, relationships, and classroom participation. Journal of Educational Psychology, 100, 67–77.
38.
WagnerM., BlackorbyJ., & HebblerK. (1993). Beyond the report card: The multiple dimensions of secondary school performance of students with disabilities. Menlo Park, CA: SRI International.
39.
WagnerM., D'AmicoR., MarderC., NewmanL., & BlackorbyJ. (1992). What happens next? Trends in postschool outcomes of youth with disabilities: The second comprehensive report from the National Longitudinal Transition Study of Special Education Students. Menlo Park, CA: SRI International.
40.
WalkerC. O., GreeneB. A., & MansellR. A. (2006). Identification with academics, intrinsic/extrinsic motivation, and self-efficacy as predictors of cognitive engagement. Learning & Individual Differences, 16, 1–12.
41.
WallaceT., AndersonA. R., BartholomayT., & HuppS. (2002). An ecobehavioral examination of high school classrooms that included students with disabilities. Exceptional Children, 68, 345–359.
42.
WolffeK. E. (1998). Skills for success: A career education handbook for children and adolescents with visual impairments.New York: AFB Press.
43.
Zimmer-GembeckM. J., ChipuerH. M., HanischM., CreedP. A., & McGregorL. (2006). Relationships at school and stage environment fit as resources for adolescent engagement and achievement. Journal of Adolescence29, 911–933.
