Article Fingerprint
ReserarchID
W83TH
Crossref Journal DOI 10.17406/GJHSS
Print ISSN 0975-587X
e-ISSN 2249-460X
Explore published articles in an immersive Augmented Reality environment. Our platform converts research papers into interactive 3D books, allowing readers to view and interact with content using AR and VR compatible devices.
Your published article is automatically converted into a realistic 3D book. Flip through pages and read research papers in a more engaging and interactive format.
This paper attempted to assess the attitudes of students in
Advances in technology have created the potential for a new
Inclusion has become a priority on the global educational agenda,
The extent to which differences were present in the receipt of in-school suspension and out-ofschool suspension assignments as a function of gender and ethnicity/race for Texas Grade 9 students who had a Learning Disability in the 2008-2009 school year was addressed in this investigation. An analysis of Texas statewide data revealed the presence of statistically significant differences in the receipt of both in-school suspension and out-of-school suspension to boys and girls. Boys who had a Learning Disability received statistically significantly more instances of both discipline consequences than did girls with a Learning Disability. With respect to ethnicity/race, Grade 9 Black students who had a Learning Disability were assigned in-school suspensions and out-of-school suspensions at statistically significantly higher rates (i.e., 1 to 2 times more often) than their Hispanic and White counterparts. Clear disproportional ties were established in the assignment of both in-school suspensions and out-of-school suspensions by the gender and ethnicity/race of Texas Grade 9 students who had a Learning Disability.
Lorem ipsum dolor sit amet, consectetur adipiscing elit. Ut elit tellus, luctus nec ullamcorper mattis, pulvinar dapibus leo.
