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Raising A Child With A Severe Disability: The Impact On Parents And Siblings, Kathleen A. Packingham 2016 St. Cloud State University

Raising A Child With A Severe Disability: The Impact On Parents And Siblings, Kathleen A. Packingham

Culminating Projects in Special Education

A review of 10 recent studies that reported on the effects of raising a child with a severe disability. The paper examines the effects of stress on parents raising a child with a severe disability, as well as outcomes for siblings being raised in the same households. Mothers reported higher daily parenting hassles and stress than did fathers. Maladaptive behaviors were the biggest contributing factor to increased stress in the family. Positive coping strategies and increased service utilization lead to decrease in stress and increase in positive outcomes.


Teacher Retention: Perceptions Of The Organizational Factors That Influence Teacher Transition From Private School Classrooms Of Individuals With Autism To Public School Autism Classrooms, Kathryn Cerino Britton 2016 Seton Hall University

Teacher Retention: Perceptions Of The Organizational Factors That Influence Teacher Transition From Private School Classrooms Of Individuals With Autism To Public School Autism Classrooms, Kathryn Cerino Britton

Seton Hall University Dissertations and Theses (ETDs)

Nine experienced certified special education teachers who chose to move from the private sector to the public sector were interviewed to gain knowledge and information that could be used to improve the private sector school for learners with autism spectrum disorders (ASD). Using Maslow’s Hierarchy of Needs as the conceptual framework, this study explored the respondents’ beliefs about their workload, work responsibilities, compensation, and perceptions regarding their teaching experiences in private and public schools. Specifically, telephone or face-to-face interviews were conducted to ascertain the motivating factors that led the respondents to leave one private school, The Apple School, for ...


The Effectiveness Of The Word Study Program On Teaching Elementary Students With Learning Disabilities, Catherine Marie DiPierro 2016 Rowan University

The Effectiveness Of The Word Study Program On Teaching Elementary Students With Learning Disabilities, Catherine Marie Dipierro

Theses and Dissertations

This study evaluates the effects of the Word Study approach on teaching decoding skills, oral reading fluency (ORF), and reading comprehension for students with learning disabilities. Five, 3rd and 4th graders with specific learning disability (SLD) participated in the study. A single subject design with multiple baselines across grade levels with AB phases was used in this study. During the baseline, students were assessed by a spelling inventory and comprehension rubric for 8 weeks. During the intervention, students were taught by lessons developed based on their word patterns with a discussion of words, grouped to complete activities including word sorting ...


Self-Efficacy Of Students With Visual Impairments Before And After Participation In An Inquiry-Based Camp, Kathleen Farrand, Tiffany Wild, Margilee P. Hilson 2016 Arizona State University at the Tempe Campus

Self-Efficacy Of Students With Visual Impairments Before And After Participation In An Inquiry-Based Camp, Kathleen Farrand, Tiffany Wild, Margilee P. Hilson

Journal of Science Education for Students with Disabilities

The purpose of this pilot study was to determine students’ self-efficacy level prior to participation and after participation in an inquiry-based science camp to determine if self-efficacy levels changed as a result of participation. A validated instrument, the 30 item Morgan-Jinks Student Self-Efficacy Scale (MJSES) (Jinks & Morgan, 1996) was used to identify the constructs of self-efficacy before and after the weeklong summer camp. The results suggest that the inquiry-based science camp had a positive impact on junior participants’ academic self-efficacy and did not increase senior participants’ academic self-efficacy.


Making Room For Play: Preschool Center Choices, Hailey S. Morelos 2016 Rowan University

Making Room For Play: Preschool Center Choices, Hailey S. Morelos

Theses and Dissertations

The purpose of the study was to examine the learning center choices of preschool students who received special education services and preschool students who did not receive special education services in order to identify the preference of teacher-led vs. student-led learning centers. Both children who receive special education services and children who do not receive services displayed a wide range of choosing student led and teacher led centers. It is hypothesized that there will be a difference between the student led center vs. teacher led center between children who receive special education services and children who do not. The study ...


Stemming On Stem: A Stem Education Framework For Students With Disabilities, Jiwon Hwang, Jonte C. Taylor 2016 California State University, Bakersfield

Stemming On Stem: A Stem Education Framework For Students With Disabilities, Jiwon Hwang, Jonte C. Taylor

Journal of Science Education for Students with Disabilities

There has been increased attention paid to science, technology, engineering, and mathematics also known as STEM. The focus on STEM has been both educational and occupational. Unfortunately, students with disabilities perform below their peers without disabilities in math and science. The authors discuss issues related to STEM and students with disabilities. These issues include (1) traditional views of STEM education, (2) the importance of STEM education, and (3) students with disabilities performance in STEM. The authors posit a framework for STEM education for students with disabilities and promote the incorporation of the arts to increase students’ STEM knowledge and achievement.


Making Science Accessible To Students With Significant Cognitive Disabilities, Lori Andersen, Brooke Nash 2016 University of Kansas

Making Science Accessible To Students With Significant Cognitive Disabilities, Lori Andersen, Brooke Nash

Journal of Science Education for Students with Disabilities

The publication of A Framework for K-12 Science Education (National Research Council, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013) have created a need for new alternate content standards and alternate assessments in science that are linked to the new general education science standards. This article describes how a consortium of four states used Evidence-Centered Design (Mislevy, Steinberg, & Almond, 2003) and Universal Design for Learning (CAST, 2012) to develop alternate science content standards and assessments. A set of 43 alternate science content standards was created and an alternate assessment at each of three grade spans. Evidence that supports appropriateness of the alternate standards for students with SCD and fidelity of representation of the Framework is presented. One cycle of testlet/item development was conducted. Results of a pilot test (251 items; 1,606 students) are presented. Evidence for validity and accessibility of the alternate assessment is presented. Major findings include that the assessment items met accessibility, bias and sensitivity, and content requirements, and that students were able to understand and ...


Self-Monitoring For Students With Disabilities, Lauren Beth Serebransky 2016 Rowan University

Self-Monitoring For Students With Disabilities, Lauren Beth Serebransky

Theses and Dissertations

This study sought out answers to the questions: Are students who are taught self-management skills better able to monitor their own learning then students who are not taught the skill? Does the use of self-monitoring applications improve a student’s chance of becoming a better self-monitor? Do high or low-tech strategies help students manage their learning and behavior the best?

For this study three seventh grade students were observed. Two of the students were observed in a self-contained English Language Arts class while the last was in an inclusive English Language Arts class. Each student had varying disabilities that affected ...


Five Windows And A Locked Door: University Accommodation Responses To Students With Anxiety Disorders, Laura Sokal 2016 University of Winnipeg

Five Windows And A Locked Door: University Accommodation Responses To Students With Anxiety Disorders, Laura Sokal

The Canadian Journal for the Scholarship of Teaching and Learning

Increasing enrolments of post-secondary students with disabilities are resulting in accessibility services offices reaching capacity levels. This trend has created the ‘perfect storm’ in terms of meeting these students’ needs. While collaboration between accessibility services staff and professors seems a logical solution to maximizing resource management and ameliorating this issue, additional tensions arise when issues of fairness, authority, and roles come into play. Using the constructionist model of disability as a lens, I analyzed the viewpoints of faculty members and accessibility services staff members in order to contribute to our understanding about these tensions as well as to make recommendations ...


Fathers Speak: The Lived Experiences Of Fathers Of Adolescents With Autism Regarding Transition Planning For Their Children, Stathene Varvisotis 2016 University of Nebraska at Kearney

Fathers Speak: The Lived Experiences Of Fathers Of Adolescents With Autism Regarding Transition Planning For Their Children, Stathene Varvisotis

Journal of Curriculum, Teaching, Learning and Leadership in Education

This phenomenological interview study was an examination of the lived experiences of seven fathers of adolescent sons with autism spectrum disorders as they transitioned out of school and into the postsecondary environment. The study was not created to deal only with fathers of sons; this population was coincidental. The purpose of the study was to gain insight into the fathers’ experiences and to determine whether commonalities existed within each father’s unique circumstances. A survey was considered, but discounted because of the need for more personal information from the participants. Data were collected through interviews with the participants. Analysis of ...


Use Of Student Perceptions To Measure Voice Disorders Course Impact On Learning, Amy Wilson Teten, Shari L. DeVeney, Mary J. Friehe 2016 University of Nebraska at Omaha

Use Of Student Perceptions To Measure Voice Disorders Course Impact On Learning, Amy Wilson Teten, Shari L. Deveney, Mary J. Friehe

Journal of Curriculum, Teaching, Learning and Leadership in Education

Speech-language pathology (SLP) graduate programs offer coursework and clinical training experiences for a wide variety of communication disorder areas. Voice disorders are one area in which many practicing clinicians, particularly school-based practicing clinicians, reportedly feel a lack of professional competency. Many SLP graduate programs offer only limited coursework in voice disorders and limited or no clinical practicum experiences prior to degree completion. The purpose of the present study was to compare the self-perceptions of 45 graduate students majoring in speech-language pathology at the beginning and end of a 3-credit voice disorders course. The Voice Disorders Competency Checklist (Teten, DeVeney, Friehe ...


Enhancing Teacher Learning From Guided Video Analysis Of Literacy Instruction: An Interdisciplinary And Collaborative Approach, Carrie Eunyoung Hong, Irene Van Riper 2016 William Paterson University of New Jersey

Enhancing Teacher Learning From Guided Video Analysis Of Literacy Instruction: An Interdisciplinary And Collaborative Approach, Carrie Eunyoung Hong, Irene Van Riper

Journal of Inquiry and Action in Education

The technological infrastructure for the use of instructional and professional videos is common in today’s educational venues. However, there has been a dearth of awareness and training to help teachers critically analyze and effectively utilize video recordings of authentic classroom instruction for their professional development. This self-study examined the teaching and learning process, particularly knowledge and lessons that we, as teacher educators, learned from commentary regarding video analysis and pre- and post- surveys completed by the candidates in a graduate level special education course. The investigation explored the extent to which the guided video analysis process facilitated the candidates ...


Connection Between Effort And Academic Success In Learning Disabled Students Identified With Learned Helplessness, Nancy D. Braunwell 2016 Rowan University

Connection Between Effort And Academic Success In Learning Disabled Students Identified With Learned Helplessness, Nancy D. Braunwell

Theses and Dissertations

This research was conducted with high school students eligible for special education services that have also been identified with learned helplessness. Students were given the intervention of study activity and exposure to success via assessments to determine if they would make a connection between their effort and their academic success. This connection is typically absent in learned helpless students. The data indicated that these students did make that connection and would continue the study activity on their own time after the intervention period to continue to experience success.


The Effects Of Social Skill Training In A Simulated Community Environment For Adolescents With Cognitive Impairments, Jessica Harrison 2016 Rowan University

The Effects Of Social Skill Training In A Simulated Community Environment For Adolescents With Cognitive Impairments, Jessica Harrison

Theses and Dissertations

The purposes of this investigation were to (a) evaluate the impact of school and classroom-based social skills instruction on student’s social capabilities, and (b) determine if the skills learned in classroom-based instruction can be generated to the school store. Three 9th grade students aged 15-16 participated in the study. They were learning lessons adopted from Talkabout for Teenagers, taught 30 minutes a day, once a week for 12 weeks during social skill training/instruction. An observation chart was used before and after social skill instruction and a total was calculated at the end of each observation session to measure ...


The Effects Of Cognitive Strategies Paired With Hands-On Or Virtual Manipulatives On Math Instruction For Students With Mathematical Learning Disabilities To Learn Word Problem Solving Skills, Kimberly Plute 2016 Rowan University

The Effects Of Cognitive Strategies Paired With Hands-On Or Virtual Manipulatives On Math Instruction For Students With Mathematical Learning Disabilities To Learn Word Problem Solving Skills, Kimberly Plute

Theses and Dissertations

The purpose of this study was to evaluate the effects of using cognitive strategies with hands-on manipulatives, and cognitive strategies with virtual manipulatives to enhance problem solving skills of students with Mathematical Learning Disabilities (MLD), as well as their satisfaction with those strategies. Five, 5th graders with MLD participated in the study to learn word problem solving skills in a math class for 80 minutes, 5 days a week for 10 weeks. A single subject research design with ABC phases was used in the study. Results showed each student gained from 3.6 to 5.2 mean points of the ...


The Effects Of Google Classroom On Teaching Social Studies For Students With Learning Disabilities, Kathleen M. DiCicco 2016 Rowan University

The Effects Of Google Classroom On Teaching Social Studies For Students With Learning Disabilities, Kathleen M. Dicicco

Theses and Dissertations

The purpose of this study is to examine the effects of Google Classroom on teaching social studies for students with learning disabilities. Six 7th graders with learning disabilities, attending a resource classroom participated in the study. A single subject design with ABC phases was used to evaluate their learning outcomes in both areas of knowledge of content and vocabulary words. During the baseline, students were taught with the traditional way of using textbooks. During the intervention, students were required to complete various assignments using Google Classroom daily for 9 weeks and were assessed by unit tests and vocabulary quizzes using ...


The Effects Of Self-Monitoring Using An Ipad To Increase On-Task Behaviors Of High School Students With Attention Deficit/Hyperactivity Disorder (Adhd), Christina Bamford 2016 Rowan University

The Effects Of Self-Monitoring Using An Ipad To Increase On-Task Behaviors Of High School Students With Attention Deficit/Hyperactivity Disorder (Adhd), Christina Bamford

Theses and Dissertations

This study examined the effect of using an iPad to increase on-task behaviors of high school students with Attention Deficit/Hyperactivity Disorder (ADHD). Four students attending a Resource Center during the class of United States’ History II participated in the study. A single subject design with ABAB phases was used. During the baseline, students were observed for 20 minutes in class, and their behaviors were recorded with a checklist. During the intervention, each student was taught to identify one to two on-task behaviors as a goal and to use an iPad with Choiceworks App for self-monitoring for 8 days. The ...


Staying Engaged After Retirement: History As A Focal Point, Roger Hiemstra Dr., Dr. Roger Hiemstra 2016 Professor Emeritus, Syracuse University

Staying Engaged After Retirement: History As A Focal Point, Roger Hiemstra Dr., Dr. Roger Hiemstra

IACE Hall of Fame Repository

The author uses his long interest in history to serve as a foundation for an active and fulfilling retirement after completing a career as a professor of adult education.


Effects Of Professional Development On Co-Teaching On 5th Grade Students With Exceptional Learning Needs, Wade J. Chilmonik 2016 Rowan University

Effects Of Professional Development On Co-Teaching On 5th Grade Students With Exceptional Learning Needs, Wade J. Chilmonik

Theses and Dissertations

This study examined the effects of professional development in co-teaching to see if it can improve teaching relationships and the classroom achievement of 5th grade students with exceptional learning needs. This study included eight educators with experience levels from two to thirty five years. All of the educators in the study were teachers of students with and without disabilities who worked in co-teaching classrooms in the middle school subject areas of language arts, social studies, math and science. The participants consisted of 6 white females and 2 white males, ages 26-62. There were ten middle school students that also participated ...


An Examination Of School Readiness: How Is The Construct Defined For Children Who Are Blind?, Lisa Joann McConachie 2016 Portland State University

An Examination Of School Readiness: How Is The Construct Defined For Children Who Are Blind?, Lisa Joann Mcconachie

Dissertations and Theses

An increased focus on school readiness exists as students enter public school for the first time. Given unique challenges for students who are blind and use braille, school readiness in the transition to and preparation for kindergarten is even more critical to their future academic success. If children who are blind and use braille as their primary learning medium have the necessary school readiness skills entering kindergarten, they will be better prepared to participate in the academic classroom. There is a need for additional research to illuminate the skills needed for school readiness for children who are blind and use ...


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