Special Education and Teaching Commons^™

Inclusion For A Student With Vision Impairment: “They Accept Me, Like, As In I Am There, But They Just Won’T Talk To Me.”, Jill L. Opie, Jane Southcott

The Qualitative Report

We explore the experiences of Nick, a secondary school student with vision impairment in an Australian mainstream school in this study, and we particularly focus on whether he perceived his education as inclusive. We have used Interpretative Phenomenological Analysis in this single individual case as this approach explores our participant’s understandings which may be revealed by close examination of mindful experiences. The “gem” spoken by Nick (pseudonym), our 16-year old participant, was “They accept me, like as in I am there, but they just won’t talk to me.” This statement summarises his sense of not belonging, of being ...

Parent Priorities And Knowledge Regarding Transition To Adulthood For Middle School Students With Significant Disabilities, Laura Hackwell

Laura Hackwell

The Effect Of Imagine Math On High School Students With Learning Disabilities, Danielle Cabassa

Theses and Dissertations

The purpose of this study was to: (a) examine the effectiveness of Imagine Math in increasing the engagement of students in a high school resource Algebra 2 classroom, (b) examine the effectiveness of Imagine Math in increasing the academic achievement of students in a high school resource Algebra 2 classroom, and (c) determine if students in a high school resource Algebra 2 classroom are satisfied with the use of Imagine Math. The research was conducted using single-subject design methodology. The study followed an ABAB alternating baseline pattern. Academic achievement was monitored through daily assessments, while engagements was evaluated in three ...

Self-Monitoring To Increase On-Task Behavior Using The Motivaider®, Connie Summey

Electronic Theses and Dissertations

Teachers often need simple ways to implement effective classroom interventions that reduce off-task behaviors for students with or without ADHD (Gaastra, Groen, Tucha, & Tucha, 2016). One intervention that is easy to use and can be implemented with minimal demand on teachers is self-monitoring (Amato-Zech, Hoff, & Doepke, 2006). One prompt that can be used in the classroom for self-monitoring is the MotivAider. The MotivAider is an electronic timer that vibrates to provide a tactile prompt to self-monitor (Amato-Zech et al., 2006). The purpose of this study was to examine the extent to which the MotivAider, a tactile self-monitoring device, could be ...

Parent Priorities And Knowledge Regarding Transition To Adulthood For Middle School Students With Significant Disabilities, Laura A. Hackwell

All Graduate Plan B and other Reports

The Individuals with Disabilities Education Act of 2004 requires transition planning to begin at age 16 years, but many states require transition planning to begin even earlier. In Utah, the amended age for starting transition planning is 14 years. Early implementation of transition planning requires collaboration between middle school teachers, parents, and adult service agencies. Parents of middle school students with significant disabilities completed an online survey to identify postsecondary transition related priorities and knowledge. Participants identified top priorities within seven transition outcomes, as well as the information needed to understand and support their student within each specific transition area ...

Comparison Of Stimulus Delivery Methods Via An Ipad To Teach The Expressive Labeling Of Action Verbs To Children With Autism, Amy M. Heaps

All Graduate Theses and Dissertations

Delays in communication are one of the defining characteristics of Autism Spectrum Disorder (ASD). Educators have begun using technology to teach students with ASD to label different items. However, more research needs to be conducted with technology (such as iPads and other tablets) to find the most effective teaching procedures. We wanted to find the most effective way to teach children with ASD age-appropriate action verbs, such as drawing and painting. Five preschool-aged students with ASD participated in this study. We taught these participants to label action verbs using pictures and short video clips, to test which method was the ...

The Effects Of Noncontingent Reinforcement With Signals On Problem Behavior In The Classroom Setting, Jannica Pozulos

All Graduate Theses and Dissertations

Research has shown noncontingent reinforcement (NCR) to be an effective intervention in reducing inappropriate behavior (i.e., problem behavior) when implemented prior to its occurrence in both clinical and applied settings. Some research suggests problem behavior of teenagers and adults with disabilities may be reduced at greater rates when NCR is implemented in combination with signals (e.g., visual timers). Additional research is warranted to investigate if the positive effects of NCR can be enhanced using signals when working with young children with autism. This study evaluated the effects of NCR when implemented with and without a visual timer on ...

Educators’ Perceptions Of Augmentative And Alternative Communication To Facilitate Communication Among Preschool Students With Disabilities, Honey Meadows

Doctor of Education in Special Education Dissertations

The purpose of this qualitative case study was to explore how preschool educators perceive augmentative and alternative communication (AAC) and how those perceptions influence AAC utilization in preschool classrooms. Specifically, this investigation focused on gaining better understandings about educators’ views, beliefs, and attitudes about AAC utilization to facilitate communication. Semistructured, open-ended interviews, classroom observations, and document review were the data collection sources used. Findings suggest that preschool special educators value the use of AAC and understand the basic human right for all students to participate. However, special education teachers and special education paraprofessionals perceive their roles and responsibilities, as communicative ...

Effects Of Reciprocal Teaching In Guided Reading With Third Grade Students With Specific Poor Comprehension, Sharon R. Mclaren

Theses and Dissertations

This study examined the effects that using the reciprocal teaching intervention method had on third grade students with specific poor comprehension skills within a guided reading setting. The study included ten third grade students - five boys and five girls. While all the students read fluently, they were identified with poor reading comprehension skills. The researcher conducted the reading groups with both the experimental group and the control group. The experimental group received the reciprocal teaching intervention. The control group received the standard guided reading lessons. Results from the study show that reciprocal teaching can improve third graders reading comprehension skills ...

Effects Of Universal Design For Learning Math Menus On Seventh Grade Students, Mona L. Mauro

Theses and Dissertations

The purpose of this study was to: (a) examine the effectiveness of UDL math menus in increasing the academic engagement of seventh grade students with disabilities, (b) examine the effectiveness of UDL math menus in increasing the academic achievement of seventh grade students with disabilities, and (c) determine if seventh grade students with disabilities are satisfied with the use of UDL math menus. The research was conducted using single-subject design methodology. The study followed an ABAB alternating baseline pattern. Student academic achievement was evaluated through daily assessments, while student engagement was evaluated five times per class, approximately every fifteen minutes ...

Effects Of A Scripted And Intense Reading Intervention Program On The Reading Comprehension Of Fifth Grade Students With Learning Disabilities, Tracy Slater

Theses and Dissertations

This study focused on the use of intensive reading intervention programs in a fifth inclusion classroom setting. This has been a topic that is frequently discussed and how support for the special need students with comprehension deficits can be increased. These students deserve a fair, equal, and individualized learning plan in a classroom that accepts all children. Studies show how successful using intensive reading programs close the reading comprehension gaps with our exceptional students.

The purpose of this study is to show how using the intensive reading intervention program is crucial in the classrooms to support the special needs students ...

Effects Of An Ipad-Supported Phonics Intervention On Identifying And Generalizing Consonant Blends, Caitlin Kendrick

Public Access Theses and Dissertations from the College of Education and Human Sciences

Phonemic awareness is the ability to hear and manipulate the individual sound within words and is a crucial predicator of reading skills. Students with reading and writing difficulties often struggle with phonemic awareness tasks. Technology contributes to early literacy skills through providing means of communication, phonemic awareness instruction and comprehension skills. This study is an extension upon a previous study that evaluated the effectiveness of an iPad supported phonics intervention on identifying and generalization of consonant blends. A multi-element single case research design was used to address the following two research questions: 1) Is there a functional relation between the ...

The Effect Of A Multisensory Approach To Spanish Instruction On The Foreign Language Proficiency Of Students With Learning Disabilities, Linda Chui

Theses and Dissertations

The purpose of the study was to investigate the effect of a multisensory approach to Spanish instruction founded in Orton-Gillingham on the (1) foreign language writing, and (2) foreign language reading comprehension of students with learning disabilities in the middle school Spanish classroom. Additionally, the study inquired about the students' satisfaction with the Orton-Gillingham approach to learning to read in Spanish. Four middle school Spanish students with SLD, three male and one female, participated in the study. A single subject ABAB design was used. During the baseline phases, students received Spanish instruction in the traditional mainstream classroom. During the intervention ...

Adapted Aquatics For Children With Severe Motor Impairments, Phillip Conatser, Eric James, Ulku Karabulut

International Journal of Aquatic Research and Education

Available research clearly shows that more children who have disabilities, including those with severe disabilities, are participating in swimming programs as well as wanting to be taught in a regular aquatic class without being segregated. Aquatic instructors need to prepare lessons that include children both with and without disabilities. This means that aquatics instructors need to understand and be willing to implement unique teaching and managerial techniques that foster the safe and successful learning environment for all children. While the task of teaching children who have severe disabilities may seem difficult at first, with a little knowledge and experience, instructors ...

Sentence Instruction Intervention On Elementary And Middle School-Aged Students At-Risk For Emotional And Behavior Disorders, Kayla Monique Ramos

Public Access Theses and Dissertations from the College of Education and Human Sciences

Researchers have found that students with emotional and behavioral disabilities (EBD) typically struggle during all stages of the writing process and they are the most under-researched category of writers. A promising new approach to teaching sentence writing is Sentence Instruction. The present study investigated the effects of Sentence Instruction on students at-risk for Emotional and Behavioral Disorders. A single case, multiple probe design across three students was used. The intervention led to an increase in complete sentences and percent of correct word sequences.

Advisors: Michael Hebert and John Maag

Effects Of Using Fundations To Teach Phonics Skills With Fourth Grade Students With Exceptional Learning Needs, Jennifer Bishop

Theses and Dissertations

This study examined the effects of adding Fundations reading program to the curriculum of three fourth grade students with exceptional learning needs to see if it can improve their fluency and comprehension. The students in the study were in a self-contained Multiple Disabled classroom, and had Individualized Education Plans. Disabilities represented in the study include Attention Deficit Hyperactivity Disorder, Autism Spectrum Disorder, Fetal Alcohol Spectrum Disorder, Oppositional Defiant Disorder, and Other Health Impaired. This educational setting had been chosen for them because it is the environment in which the students have shown the greatest success.

Baseline data was collected prior ...

Understanding “Other People’S Children” Through 21st Century Lens, Angela Farmer

Journal of Research Initiatives

Engaging in constructive discourse is perhaps one of the best ways to fully dissect a societal issue in the hopes of transforming it from what it is into what it could become. In Lisa Delpit’s 2006 version of “Other People’s Children” she does a remarkable job of leading the reader to the importance of developing the character of children. As a minority parent and educator who struggled with supporting her children amid the challenges they faced in institutionalized educational settings, the author confronts the realities of what many children still face today, as they attempt to assimilate to ...

Efficacy Of Differential Negative Reinforcement Of Alternative Behaviors To Improve Reading Comprehension, Nicole Goehring

Public Access Theses and Dissertations from the College of Education and Human Sciences

This multiple baseline across participants design answered the question: is a differential negative reinforcement of alternative (DNRA) behaviors effective in improving reading comprehension accuracy. Students with emotional/behavioral disorders (E/BD) often display challenging behaviors during academic lessons, typically to escape tasks they perceive to be aversive or those for which they lack sufficient academic achievement. Several function-based interventions have been used to address misbehavior due to this function such as providing easier work or asking for a break. However, differential negative reinforcement of alternative behavior (DNRA) is an intervention that directly addresses escape from work for which students possess ...

Effects Of Direct Instruction Flashcards And Reading Racetracks On Sight Word Acquisition And Maintenance For A Student With Autism, Chelsea Burton

Public Access Theses and Dissertations from the College of Education and Human Sciences

A student’s abilities in literacy can be indicative of his/her ability to live successfully in our society (Rinaldi, Sells, & McLaughlin, 1997). The ability to read is an area of difficulty, particularly for many students with autism spectrum disorders. Two fundamental cognitive processes required for skilled reading are word recognition and reading comprehension (Spector, 2010). Struggles with word recognition hamper the ability of students with ASD to work towards the goal of literacy (Spector, 2010). Browder and Xin (1998) argued that sight word instruction is important because that knowledge provides a foundation for other functional academic skills. The purpose ...

The Domain-General And Domain-Specific Profiles Of Computation And Problem-Solving Difficulties, Xin Lin

Public Access Theses and Dissertations from the College of Education and Human Sciences

The purpose of the study was to explore the domain-general and domain-specific profile of two important mathematics difficulties. Three domain-general measures (working memory, processing speed, reasoning), and three domain-specific measures (language comprehension, mathematics vocabulary, math fluency) were completed among 125 Chinese 4^th grade students. Of these 125 students, 28 were classified as students with only calculation difficulties (CD), 34 were classified as having problem-solving difficulties (PD), 20 were classified as students with calculation and problem-solving difficulties (CPD), and 43 were typically developing (TD) peers. Multivariate analysis showed that, compared to TD, CD was associated with weakness in working memory ...