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Evaluation Of Cultural-Linguistic Factors In Speech-Language Testing With English Learners, Mayra Alejandra Reyes Ruiz
Evaluation Of Cultural-Linguistic Factors In Speech-Language Testing With English Learners, Mayra Alejandra Reyes Ruiz
Theses and Dissertations
As the population of schools increases in diversity, school psychologists are challenged to provide equitable assessments for English Language Learners. However, due to lack of training in non-discriminatory assessment, inconsistent administration practices, and lack of knowledge of language development, in some districts, ELLs are overrepresented in Special Education, including Speech Language Impairment. For fair and a valid assessment, it is imperative that practitioners understand the cultural and linguistic development factors that affect ELL test performance. The Culture-Language Test Classifications, and Culture-Language Interpretive Matrix provide practitioners with information on the degree of cultural loading and linguistic demand required on a test, …
Application Of The Professional Standards For Educational Leaders And Disproportionality Of Students Identified For Special Education Placement And Services, Dennis J. Mcelheron
Application Of The Professional Standards For Educational Leaders And Disproportionality Of Students Identified For Special Education Placement And Services, Dennis J. Mcelheron
Theses and Dissertations
The issue of disproportionality, or the over-representation of students from culturally and linguistically diverse backgrounds in special education, has long been a challenge for school districts. This issue predates the implementation of PL 94-192. School building administrators are seen as agents of change, responsible for setting expectations within their schools and leading the school community toward a shared vision. As administrators set forth to improve student achievement, they must also address the disparities in achievement between different student groups. The latest revision of the Professional Standards for Educational Leaders (PSEL) is founded on two core tenets: academic press and caring …
A Qualitative Study Of The Experience Of Special Education Teachers In The Non-Academic Setting With People With Disabilities, David E. Lapoma
A Qualitative Study Of The Experience Of Special Education Teachers In The Non-Academic Setting With People With Disabilities, David E. Lapoma
Theses and Dissertations
The current study looked to understand the lived experience of special education teachers who work with children and young adults with disabilities in a non-academic setting (NAS). The study explored relationships between the learning experience and the teachers' self-efficacy in the setting. The experience of pre-service and in-service special education teachers (PISET) working with people with disabilities in a recreational setting related to their self-efficacy has not been explored in prior studies. A qualitative phenomenological approach was used to interview special education teachers working in these settings. The non-academic setting was defined as an experience where the focus of the …
Educators’ Perceptions Of Their Self-Efficacy In Teaching English Language Learners With Disabilities And Their Use Of Culturally Relevant Pedagogy, Virginia Figueroa
Educators’ Perceptions Of Their Self-Efficacy In Teaching English Language Learners With Disabilities And Their Use Of Culturally Relevant Pedagogy, Virginia Figueroa
Theses and Dissertations
Researchers have demonstrated the need for teachers to have the training and preparation to meet the needs of a growing diverse student population that can include students who may present with a variety of needs. This research will explore the experience of educators teaching students who are learning English as a second language and present with a disability. While research has been conducted on the assessment and placement of language learners with disabilities there is a gap in the literature regarding teachers’ experiences and self-efficacy in educating English language learners who have disabilities and their use of Culturally Relevant Pedagogy …
Teacher Perceptions Of Special Education And Race Disproportionality Within Special Education Classifications, Debra J. Daly
Teacher Perceptions Of Special Education And Race Disproportionality Within Special Education Classifications, Debra J. Daly
Theses and Dissertations
The lack of involvement of students with disabilities in a regular classroom has remained a major concern in education. Every year, the number of special students escalates. For instance, in the United States, students with disabilities accounted for 13.7% of all students between the ages of three to 21 by 2018 (Kositsky, 2019). According to several reports, it is evident that the lack of inclusion of these students in normal school curricula causes emotional distress, depression, withdrawal from society or suicide in some cases. Every child has the right to access quality education. Institutional leaders know that it is not …
Employer Perspective On Augmenting Work Experiences For Individuals With Disabilities, Liza A. Laurino-Siegel
Employer Perspective On Augmenting Work Experiences For Individuals With Disabilities, Liza A. Laurino-Siegel
Theses and Dissertations
The purpose of this study was to investigate employer perspective on augmenting work experiences for individuals with disabilities in the workplace through a qualitative case study approach. This study utilized two specific workplaces that are structured, have core values, are mission-driven and support individuals with differing abilities. The goal was to develop an understanding on how these workplaces continue to help individuals gain meaningful employment while supporting their differences and unique learning approaches in the workplace. Data collection included employer interviews, employee insight, an employer focus group, observations of employees at the work sites, artifacts, photos and the researcher’s journals. …
The Impact Of Peer Mentors In Physical Education On Students With Severe Cognitive Disabilities, Jessica A. Lukas
The Impact Of Peer Mentors In Physical Education On Students With Severe Cognitive Disabilities, Jessica A. Lukas
Theses and Dissertations
This research used a convenience sampling of five classes of special education students receiving adaptive physical education. Nineteen of the special education students were paired with peer mentors during adaptive physical education, nineteen special education students remained in a segregated adaptive physical education class. Through the analysis of statistical data there was a higher mean for the students in the peer mentor adaptive physical education. Although both groups made growth, there was a statistical significance on the post test for the students in the peer mentor adaptive physical education. Additionally, qualitative interviews and observational data yielded data indicating students’ social …
Comparison Of Language Performance Using Exposure And Non-Exposure Norms In English Learners Identified With Speech Language Impairment, Anna Tello
Theses and Dissertations
English Learners (ELs) in the U.S. have historically been misidentified as having a Speech Language Impairment (SLI). School psychologists and speech language pathologists must determine whether ELs present with language differences that are due to normal patterns of language acquisition or language impairment. Not only is the process complicated by the presence of two or more languages rather than just one, it often involves the use of standardized tests that do not control adequately for the differences in developmental language proficiency. Based on the results of this study, it was found that using tests that are developed with language exposure …
The Effect Of The Read-Aloud And Extended Time Accommodations On Naep Fourth And Eighth Grade Reading And Mathematics For Students With Disabilities, Ida Tam
Theses and Dissertations
The purpose of this study was to examine the effects of the read-aloud and extended time testing accommodations on the fourth and eighth grade National Assessment of Educational Progress (NAEP) in reading and math for students with disabilities. This non-experimental study used the 2013 reading and math NAEP, restricted data set, to examine the fourth and eighth grade students with disabilities with test accommodations compared to the students with disabilities who did not receive testing accommodations. This study had a large sample size and is considered to be representative of the performance of the student population within the nation. The …
Improving Co-Teachers’ Relationship: How Teaching Experience Affects Perceptions Of Teamwork, Asher Samuel
Improving Co-Teachers’ Relationship: How Teaching Experience Affects Perceptions Of Teamwork, Asher Samuel
Theses and Dissertations
Co-teaching is an instructional strategy wherein two teachers, a general education teacher and a special education teacher, share instructional responsibilities in a general education class that includes students with disabilities (SWDs) (Friend, 2010). Co-teaching has emerged as a strategy for ensuring that SWDs are taught to the general education curriculum while receiving specially designed instruction within the least restrictive environment (LRE) appropriate to their needs. One of the most important components of co-teaching is the relationship between the two teachers (Kohler-Evans, 2006), which has been described as a professional marriage (Friend, 2010). However, there is limited information on the factors …
Teacher Trust In The Principal: Does It Impact Achievement For Students With Disabilities And English Language Learners?, William Fahey
Teacher Trust In The Principal: Does It Impact Achievement For Students With Disabilities And English Language Learners?, William Fahey
Theses and Dissertations
School improvement continues to remain a focus across the nation as evidenced in the U.S. Department of Education Performance Plan (2017) and the Every Student Succeed Act (ESSA). Achievement gaps continue to exist for certain populations, specifically Students with Disabilities (SWDs) and English Language Learners (ELLs). Building on the school improvement research of Bryk, Bende-Sebring, Allensworth and Luppescu (2010) and the relational trust research of Hoy and Tschannen-Moran (1998, 1999, 2003), this research study examined the relationship between teacher-principal trust items on the NYC School Survey and student achievement on state assessments over a four-year period for four student sub-groups: …