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The Impact Of Standards-Based Reform On Special Education: An Exploration Of Westvale Elementary School, Jessica Kim Bacon
The Impact Of Standards-Based Reform On Special Education: An Exploration Of Westvale Elementary School, Jessica Kim Bacon
Teaching and Leadership - Dissertations
A critical, interpretivist, qualitative study, this project examines how standards-based reform impacts special education at an urban school, called Westvale Elementary School. The school was labeled a Persistently Low Achieving school under the No Child Left Behind Act and was thus required to undergo a "transformation" process. The demographics of the school at the time of the study were: over 95% free and reduced lunch, 40% Limited English Proficiency, and over 20% students with disabilities. The racial makeup of the school is: 50% Hispanic or Latino, 35% Black or African American, and 10% white. My methodological approach drew primarily upon …
Hospital-Based Educational Services And The Well-Being Of Children With Chronic Illness: A Self-Study, Samantha Gold Oberstein
Hospital-Based Educational Services And The Well-Being Of Children With Chronic Illness: A Self-Study, Samantha Gold Oberstein
College of Education Theses and Dissertations
No abstract provided.
Embracing The Opposition: Normative Culture And Candid Communication At The Buffalo Mountain School, Christian Mccrory
Embracing The Opposition: Normative Culture And Candid Communication At The Buffalo Mountain School, Christian Mccrory
MA TESOL Collection
This paper examines the relationship between two approaches to disruptive behavior used at the Buffalo Mountain School, where the author works as a Special Education Provider for behaviorally and developmentally challenged students. These are the Normative Approach, established by the Northeastern Family Institute, and the Candid Approach, which is defined by the author based on his observations of practitioners at Buffalo Mountain. Each of these are used in an alternative school setting to redirect anti-social or disruptive behavior. The purpose of this paper is to determine the strengths and weaknesses of these approaches along with the parameters of their efficacy. …
Increasing Parental Involvement Of Special Education Students: The Creation Of Smartphone-Friendly, Web-Based Legal And Procedural Resources, Steven Brown Thatcher
Increasing Parental Involvement Of Special Education Students: The Creation Of Smartphone-Friendly, Web-Based Legal And Procedural Resources, Steven Brown Thatcher
All Graduate Plan B and other Reports, Spring 1920 to Spring 2023
More than one out of every eight students in America is classified as having a disability under the provisions of IDEA (National Center for Education Statistics, 2010). Yet nearly every metric used to measure post-high school success (employment, independent living, post-high school education/training) shows the majority of students with disabilities do not succeed (NCES, 2010). The chief safeguard for special education students are their parents, who are explicitly written into nearly every aspect of the special education process. Research shows as parents become more involved and empowered in the special education process outcomes for students improve (Stoner et al., 2005), …
The Impact Of Students With Special Education Needs In The General Education Setting On Missouri’S State Assessment, Chad D. Lent
The Impact Of Students With Special Education Needs In The General Education Setting On Missouri’S State Assessment, Chad D. Lent
Dissertations
Schools and educators have been increasingly educating students with disabilities in the general education setting; while at the same time the level of accountability for making a positive outcome on high stakes assessments for all students has increased. This study began with utilizing the data from 1250 elementary schools from all 524 districts in the state of Missouri over a three-year period (i.e. 2008, 2009, and 2010). This study examined the impact that students with disabilities participating in the general education setting had on the Missouri’s Assessment Program’s (MAP) Communication Art and Mathematics assessments for student with and without disabilities. …
The Perceptual Difference In Roles And Responsibilities Of Special Education Paraprofessionals, Carmen Renee Harris
The Perceptual Difference In Roles And Responsibilities Of Special Education Paraprofessionals, Carmen Renee Harris
Dissertations
Based on the researcher's experience as a coordinator of special education, general and special education administrators are challenged with creating, implementing, and supervising special education services addressing the diverse needs of students with disabilities in the general education setting. The researcher has collaborated with principals to review programming options for students with disabilities participating in inclusive general education classrooms and found that often this inclusive programming involves the use of a special education paraprofessional. The purpose of this mixed methods study was to determine if there was a difference in perception between a student's team members (general education teacher, special …
Relationships Between Admission Variables And Outcome Variables In A Special Education Graduate Program, Matthew J. Lafave
Relationships Between Admission Variables And Outcome Variables In A Special Education Graduate Program, Matthew J. Lafave
Legacy Theses & Dissertations (2009 - 2024)
The need for well-prepared special education teachers has made it important to examine how to best select candidates for special education teacher education programs, or at least to determine which, if any, admission variables relate to program outcome measures. This study used archival data from 148 students to investigate the relationships among multiple pre-admission variables from both applications and on-site admission tasks (including undergraduate GPA, reference ratings, interview ratings, writing sample and math assessment scores and a role play teaching situation rating) and outcome variables. These outcome variables were related to student performance from practica and portfolio ratings, using the …
Empowering Equity In Postsecondary Transition For Marginalized Culturally And Linguistically Diverse Students With Disabilities By Implementing A Culturally Responsive Summary Of Performance Teacher Training And Support Program, Rebekka Joanne Jez
Doctoral Dissertations
Marginalized culturally and linguistically diverse students with special needs often struggle after high school. Many special educators are unaware of legal mandates and best practice in postsecondary transition, especially the intricate needs when working this group. The culturally responsive Summary of Performance (CRSOP) training and support program was designed to inform and support teachers in self-determination and culturally responsive practices while transitioning students from high school. Five teachers and seven students in a large urban district were interviewed and surveyed before and after the CRSOP training and support program to evaluate the effectiveness of the CRSOP teacher training. Teachers reported …