Digital Commons Network^™

Educating And Transitioning Students With Emotional Behavioral Disorders: A Working Manual For Teachers, Counselors And Administrators, Alessandra Whitehall

All Graduate Projects

This project examines incarceration rates, education, employment, substance abuse and intervention models for young adults with Emotional Behavioral Disorders (EBD). The results of the data demonstrate the discrepancies between persons with EBD and the general population. A manual is provided as a tool for teachers, counselors and administrators to use at the secondary level to assist them with the diverse educational and transition needs of students with EBD.

A Model Resource Guide For Jr. High Classroom Teachers To Support Students With Learning Difficulties In The Area Of Reading, Amy Lynn Low

All Graduate Projects

The need for reading strategies in the general education classroom was studied. Research showed that students who struggled with reading, including students with learning disabilities, benefited when content area teachers, not just Language Arts teachers, implemented specific and effective reading strategies into their curriculum. The results also demonstrated a need for teacher resources in the area of reading strategy application. This project is a simple and effective tool that all teachers can use in their classrooms based on current related research.

A Third Grade Special Education Pre-Referral Assessment Tool For Inner City African American Students, Richard Dean Newton

All Graduate Projects

A disproportional high number of African Ametican students are referred by regular education teachers for placement in special education programs and services. Recent implications of state wide uniformed student testing has intensified special education placement trends. The purpose of this project was to develop an alternative third grade special education pre-referral intelligence assessment tool, which would be used to provide alternative placement other than special education programs and services.

Special Education Discipline: A Procedural Manual, Barbara Townsend

All Graduate Projects

The purpose of the project is to create a systematic procedural manual for the disciplining of students protected under the mandates of Individuals with Disabilities Education Act (IDEA). Research on the IDEA Amendments of 1997, as it pertained to the disciplining of students with disabilities was studied. A procedural manual, for administrators, and teachers was created. The manual includes case histories, which helped develop the discipline changes in IDEA Amendments of 1997. It also includes information and sample forms, which can be used to help navigate the discipline process.

Status Of Students Exiting Special Education Programs From The Ellensburg School District, Robin Christman

All Graduate Projects

The purpose of this project was to develop empirical data, considered to be meaningful in the assessment of local program's effectiveness related to the successful transition of students from Ellensburg High School's Special Education Programs into the adult world. The project utilized a telephone survey of past graduates who were served by the Special Education Program between 1994 and 1998. The survey paralleled a statewide effort to establish a database of similar findings from students who exited special programs in the spring of 1998. Recommendations for local program maintenance and improvement, based upon the findings of this project, were then …

The Transition Portfolio: A Portfolio Project Designed To Facilitate Successful Transition For High School Special Education Students, Darla R. Biever

All Graduate Projects

A transition portfolio has been developed for high school students to aid them in preparing for life after graduation. The project focuses on strategies to increase the involvement of students in transition planning. Also emphasized are the Washington State Essential Academic Learning Requirements for Communication.

A Resource Manual For Mainstreaming Students With Behavioral Disabilities In The Middle School, Matthew L. Cobb

All Graduate Projects

The purpose of this project was to develop a resource manual to facilitate the use of effective components for mainstreamed or included Behavior Disabled (BD) students in the regular classroom. The manual will be used by Wapato Middle School, Wapato, Washington, to enhance the current mainstream/ inclusion program. To accomplish this purpose, current research and literature related to BD student characteristics, legal issues, instructional strategies and policies were reviewed.

Self Advocacy For Middle School Students With Serious Behavior Disorders And Other Learning Disabilities, Judith Carole Riddell

All Graduate Projects

The purpose of this project was to develop a leaflet designed to teach the motivational value of student participation in development of their own Individualized Education Program (IEP). The leaflet, entitled It's My IEP, provided suggestions for teaching students about the IEP process. It also provided information and justification for teachers and parents to encourage their students' participation, in order to teach the skill of self advocacy. The informative leaflet was intended to promote collaboration between handicapped students and their IEP team. To accomplish this purpose, a review of literature and research was conducted. Recommendations were made for the implementation …

Parent Involvement In The Education Of Their Children With Special Needs, Cindy Ann Cole

All Graduate Projects

The intent of this project is to develop an information packet teachers may use to encourage and enhance parental involvement, in ways that are suited for each child's and parent's needs. Analysis of literature, relevant to parents of children with special needs, has been used to draw conclusions and recommendations regarding appropriate techniques teachers may use to encourage parent involvement in their child's education. The packet includes the following: 1) a questionnaire to assess parents' preferred method of involvement; 2) a parent involvement evaluation form; 3) telephone numbers of support services and resources for parents; 4) recommended activities to help …

School To Work: Community Based Transition Of 18-21 Year Old Students With Mild Disabilities, Jammie Caryle Axon

All Graduate Projects

A community based service delivery plan was developed to meet the individual transition needs of 18-21 year old students with mild disabilities. The transition service was designed to ease the movement of students into post-secondary community life by providing prepatory experiences and community linkages. Students may receive services in the areas of recreation and leisure, vocational, and independent living activities depending on individual need.

The Utilization Of Music Therapy Strategies For Increasing Prosocial Skills In Students With Behavioral Disorders, Marlene Lennia Anunson

All Graduate Projects

A representative sample of music therapy strategies was developed for use by general music teachers in elementary schools. A literature search was conducted in effective social skills training methods and music therapy techniques. The strageties developed can be used by elementary general music teachers to help improve prosocial skills in students with behavioral disorders.

A Resource Handbook For Planning And Implementing An Integrated Preschool Program, James Wallace Holden

All Graduate Projects

The purpose of this project was to design and develop a resource handbook to assist teachers and administrators responsible for implementing an integrated preschool program. To accomplish this purpose, research and literature relative to current integration delivery models, primarily those in Washington State were reviewed. The handbook developed was piloted in the Taholah, Washington School District.

Teachers' Beliefs Regarding School-Wide Integration Of Mildly Handicapped Students In The Ephrata School District, Charlotte Throgmorton

All Graduate Projects

The purpose of this project was to determine the attitudes of teachers in the Ephrata. Washington. School District regarding the school-wide integration of mildly handicapped students in the classroom and the supports needed to insure its success. To accomplish this purpose, a survey instrument was designed and administered to elicit teacher responses. Survey responses were tabulated by frequency, rank order, percentage, and average, and provided a basis for descriptive analysis of data obtained.

An Assessment Of The Impact Of Resource Room Placement On Elementary Student Self-Esteem, Michael F. Hopkins

All Graduate Projects

An assessment, in the form of an interview, was conducted to measure the effects of resource room placement and full-time classroom integration on special education student self-esteem. Sixty students in the Wenatchee School District participated in the project during the 1990-1991 school year. The results of the project indicated that the placement of special education students in a full-time integration program does not insure a greater enhancement of their total self-concept; although it may be of benefit to certain areas in their self-esteem. The project included conclusions and recommendations.

Integrated Instruction Procedural Manual, Cynthia S. Sloan

All Graduate Projects

Advantages and disadvantages of integrating Specific Learning Disabled and Seriously Behaviorally Disabled students into the regular classroom were studied. The integration process relied on collaboration between regular and special education staff. Results showed integrated instruction to be a viable option to the traditional "pull-out" model. The "pull-out" model should remain an instructional option for students who cannot function in an integrated setting. An Integrated Instruction Procedural Manual is included as a reference tool for developing collaborative education for this population.

Achievement Gains And Losses Of Integrated 5th Grade Resource Room Students: Martin Luther King, Jr. Elementary School, Yakima School District, 1989-1990, Patricia F. Kincheloe

All Graduate Projects

The achievement gains and losses of integrated 5th grade resource room students at Martin Luther King, Jr. Elementary School in the Yakima School District were studied. Nine resource room students were pre and post tested for achievement in reading, spelling, and mathematics. Teaching methods included cooperative learning, small and large group instruction, and peer tutoring. The results showed support for the integration of learning disabled students into a whole language, cooperative learning, regular education environment.

The Effect Of An Intensive Study Skills Approach On Grade Point Average Of Secondary Learning Disabled Students, Jeanne Lancaster Vaughan

All Master's Theses

This study compared an intensive study skills approach with remedial instruction in basic skills for their effects on grade point average of secondary learning disabled students. The experimental group consisted of 12 students, as did the control group. Grade point was tabulated at the onset and conclusion of the study. The statistical analysis consisted of a t-test which showed no significance at the .05 level. The null hypothesis was retained. Discussion follows.

Washington Special Education Funding Formula, Sharon L. Jenft

Master of Education Graduate Projects

Financial implications of the current Washington Special Education Funding Formula for the 1980-81 school year were studied. Financial data for 229 school districts which provided education for handicapped children was collected for the study. The results showed that the majority of school districts which provide education for handicapped children did not receive funding equal to expenditures for education programs for the 1980-81 school year. Recommendations for increasing Washington's funding for handicapped education programs are discussed.

The Development Of A Comprehensive Preschool Screening Instrument, Jana Lee Johnson

All Master's Theses

The purpose of this paper was to research criteria for screening for young, handicapped children with the intent of developing a single, comprehensive screening instrument. Analyses of existing screening devices and data from educators in the field were also included in the study.

The resulting screening instrument was designed to assess the developmental acquisition of skills. Major developmental areas included in the screening instrument are language skills, motor development, perceptual skills, cognitive development, social skills, and self-help skills.

Assessing Some Side Effects Of A Contingency Management Program, Charles M. Atkinson

All Master's Theses

This study applied a contingency management program to a single behavior while measuring multiple behaviors. Reinforcement was made contingent upon increased addition rate. The experimental group made significantly greater gains in addition rate. There was no significant difference in the gains made in subtraction rate, reading rate, reading comprehension, or classroom behavior. The study was limited by a small sample, six week time span, and the use of mentally retarded subjects to assess side effects of reinforcing an academic behavior.

The Effects Of Systematic Phonics And Contingency Management On Reading Achievement With Intermediate Special Education Students, Allena Marie Hayes Combelic

All Master's Theses

This paper presents a study of the effects of systematic phonics and contingency management on reading achievement with intermediate special education students. The thirtysix week program was divided into four phases. The four equivalent forms of the Gray Oral Reading Tests were used as measuring devices. No statistically significant results were found by using the Gray Oral Reading Tests as measuring devices. Statistically significant results were found on graph data.

Recommendations included: (1) the use of different reading tests other than the Gray Oral Reading Tests as measuring devices and (2) that the study be conducted longer than thirty-six weeks.

Management Of Problem Behavior Through Peer Social Reinforcement, Nancy E. Bingell

All Master's Theses

For many years a difference of opinion has existed regarding the classroom placement of "emotionally disturbed" children into special classes. The majority of public school districts offer two placements into their special classes: heterogenous or homogeneous grouping. Homogeneous grouping of these children seems to cause a "boomeranging" effect on reinforcement of their disruptive behavior. We have not always found our answer for helping emotionally disturbed children through heterogeneous grouping. Since emotionally disturbed children usually have the ability or an above average ability to learn, a heterogeneous grouping may not be academically stimulating. Their classroom peers (children that are retarded, slow …

The Effect Of Reading Achievement Of Seventh Grade Special Education Students Involved In A Tutoring Program, Kenneth A. Mattson

All Master's Theses

Many variations of the tutorial concept have been presented and analyzed. Some programs have been professionally designed and have received federal grants while others have been organized by teachers and other innovators. These programs have involved graduate students, college students, interested members of the community, high school dropouts, and public students from elementary to high school. The greatest portion of these studies has been concerned with the effects of tutoring on those who received the benefits - the tutee. Few programs have been concerned with the effects of the tutoring sessions on the tutor. The problem then is to determine …

The Impact Of Establishing Group Homes On Public Schools Special Education Classes, Stewart Glen Egbert

All Master's Theses

This study had two purposes: to give a descriptive analysis of group homes, and to determine whether the establishment of group homes has had any impact on public school districts' special education classes in the State of Washington. The factors examined were: who is providing a formal education for the residents; to what extent are group home residents receiving public services.

A Study Of The Effectiveness Of Various Methods Of Teaching Reading In Special Education Classrooms, Mary Ann Fisher

All Master's Theses

The purpose of this study was to compare the effect of two reading programs, Sullivan's Programmed Reading and the Psycholinguistic Color System, and to try to determine if one program did, in effect, have a particular value over the other when used with children in an intermediate special education program. A secondary purpose of the study was to determine if a teacher-centered program brought about different results than one which was student-centered.

Special Education Vocational Rehabilitation Cooperative Work Experience In Washington State, James C. Mcconnell

All Master's Theses

The cooperative program now has been in operation six years, long enough for both parties to have experienced success and also frustration in their efforts to mold a true partnership. Ten separate programs now operate within this framework; however different personnel and philosophies shape each program in distinctive ways. In any program demanding cooperation between not only individuals but also separate agencies, success or failure is partly dependent upon how well objectives can be shaped for the common good. The intent of this study is to explore how well this shaping process is proceeding, to what degree objectives are cooperatively …

A Comparative Study Of Open Court And Slingerland Reading Programs When Used With Special Education Students, Steven L. Richards

All Master's Theses

It is the purpose of this investigation to determine the effectiveness of Open Court and Slingerland reading programs when used with intermediate students who perform at the educable mentally retarded level.

Selected Materials In The Field Of Industrial Arts For The Slow Learner, Victor Joseph Scarpelli

Graduate Student Research Papers

This study attempts to present materials in all areas of Industrial Arts for the slow learner. While these materials are available to the general public, the effort involved in securing them is most time consuming. No bibliography of Industrial Arts materials for the slow learner has been assembled. Collecting extensive resource materials entails visiting businesses, interviewing people, scanning literature, reading brochures and writing for available information.

A Study Of The Educational Achievements Of Boys Enrolled In The Special Education Program At Mcilvaigh Junior High School, Tacoma, Washington, Donald E. Chamberlain

Graduate Student Research Papers

This study was undertaken to determine if the mentally handicapped child's achievements are higher in subjects and material that are concrete and realistic in nature to the child, rather than the so-called academic subjects based primarily on abstract thinking. Traditionally, most schools have special education classes only in three major academic areas, mathematics, social studies and English. More often than not, these subjects are taught on an academic bases. Industrial arts could be an answer in the search for a suitable curriculum arrangement. Basically the subject matter content and requirements of industrial arts courses are realistic and concrete in nature, …

Educational Results Of Gifted Child Programs In Elementary Schools, Frank A. Deymonaz

Graduate Student Research Papers

Essentially, all programs are enrichment programs. They are designed to provide for individual work, for differentiated assignments, for greater depth of learning, or for more rapid pace. Each seeks to enrich by providing more or different learning opportunities. For practical purposes programs can be categorized into the following three classifications: (1) enrichment within the regular classroom, (2) acceleration, and (3) segregation. The purpose of this paper then shall be to review research concerning these organizational patterns to ascertain their educational benefits.