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Full-Text Articles in Education
California School Psychologists’ Assessment Practices With Cld Students: A Phenomenological Study, Hector Manuel Teran Jr.
California School Psychologists’ Assessment Practices With Cld Students: A Phenomenological Study, Hector Manuel Teran Jr.
Dissertations
School psychologists are tasked with assessing students to qualify them for special education, typically using standardized tests. Standardized testing, like IQ testing, routinely used in the psycho-educational process, serves to justify prejudices, as they often mark people of color as intellectually inferior to White people. A closer look at school psychologists’ assessment practices with culturally and linguistically diverse (CLD) students is necessary, as these students have historically been placed in special education at a higher percentage, likely due to misperceptions related to their race, ethnicity, or linguistic background. While IQ tests are regarded as tools that identify the needs of …
Disrupting Inequitable Practices In Special Education: Privileging Student And Family Voices, Armineh E. Hallaran
Disrupting Inequitable Practices In Special Education: Privileging Student And Family Voices, Armineh E. Hallaran
Theses and Dissertations
Black, Latinx, and other minoritized students have long been overrepresented in the high-incidence, subjective, disability classifications including Learning Disability, Speech and Language Impairment, Emotional Disturbance, and Intellectual Impairment. Special education places these students on trajectories that deny them access to quality education and the same postschool outcomes and opportunities as their nondisabled peers. Using Disability Critical Race Theory (DisCrit), and grounded theory analysis this study foregrounds the voices of minoritized middle school students receiving special education under high-incidence classifications. DisCrit allowed for an investigation of how student’s intersecting marginalized identities impacted their experiences as special education students. Further, Education Journey …
Perspectives Of Students With Intellectual And/Or Developmental Disability In College Inclusion Programs On Their Preparation For Working In Competitive Integrated Employment, Eva R. Blixseth
Dissertations and Theses
Individuals with intellectual and developmental disabilities have a history of being isolated, marginalized, and excluded from employment that is competitive and integrated. Policy makers, disability advocates, and self-advocates have made efforts to center inclusive education and employment opportunities for individuals with intellectual disability. Employment is a valuable outcome for students with intellectual and developmental disabilities exiting college inclusion programs (Lee & Colleagues, 2022). However, from 2017 through 2021, not all students with intellectual and/or intellectual disability exiting college inclusion programs were employed. This is concerning as O'Brien et al. (2019) pointed out students' primary goal for completing college inclusion programs …
Assessing Perceptions Of Disability Knowledge Of Campus Police At Inclusive Universities, Hannah Shultz
Assessing Perceptions Of Disability Knowledge Of Campus Police At Inclusive Universities, Hannah Shultz
Undergraduate Honors Theses
The purpose of this study is to analyze the perception of knowledge of campus police on intellectual and developmental disabilities (I/DD), including autism, in inclusive college programs. A survey was sent to both campus police and representatives of 50 inclusive higher education programs across the United States. These questions involved perceptions of campus police knowledge, training, and the safety of students with I/DD.
Conflict Within Special Education For Mothers Of Children With Invisible Disabilities: A Case Study, Nicole R. Quint
Conflict Within Special Education For Mothers Of Children With Invisible Disabilities: A Case Study, Nicole R. Quint
Department of Conflict Resolution Studies Theses and Dissertations
In the United States, children with disabilities receive special education services under the Individuals with Disabilities Education Act (IDEA), which provides free appropriate public education (FAPE) in the least restrictive environment (LRE). Evidence shows that parents of children who receive special education (SPED) experience conflict within the school system. Invisible disabilities (NVD) are unseen but affect learning or behavior in school, include attention deficit hyperactivity disorder and learning disabilities, are eligible for special education. There is evidence that parents of children with NVD experience conflict while accessing the system and receiving services and mothers are often the primary advocate for …
The Effects Of Parent Training And Information Centers On Parent Empowerment, Hayden A. O. Lewis
The Effects Of Parent Training And Information Centers On Parent Empowerment, Hayden A. O. Lewis
Ed.D. Dissertations
Parents of children who receive special education services from the public school are considered equal partners in their child’s education with school professionals on the Individual Education Program team. Each state has a Parent Training and Information Center (PTIC) that seeks to empower parents to fulfill their right as an equal partner. The current study compared the advocacy, knowledge, competence, self-efficacy, and empowerment of two groups of parents of children with disabilities who received special education services in Tennessee. The experimental group of parents (n=36) had attended a workshop provided by a PTIC and the control group (n=21) had not …
Bridging Barriers In Inclusive Classrooms: Avenues For Communication Between General Education Teachers And Families, Nicole M. Wack
Bridging Barriers In Inclusive Classrooms: Avenues For Communication Between General Education Teachers And Families, Nicole M. Wack
Education Doctorate Dissertations
Family-teacher communications have proven beneficial for the academic, social and behavioral success of students at all levels. Research studies have specifically examined this dynamic as it relates to general education teachers and general education families, teachers and families at the primary level, and special education teachers and special education families. However, there is minimal research regarding communication strategies between families of students with disabilities (FSWDs) and general education teachers of inclusive classrooms (GETINs) at the high school level. In order to address this gap in the literature, this action research study investigated the following research questions: 1) To what extent …
More Seats At The Table: An Examination Of The Role Of Natural Supports In Promoting Postsecondary Transition For Students With Disabilities In Rural Maine, Elizabeth Stone-Sterling
More Seats At The Table: An Examination Of The Role Of Natural Supports In Promoting Postsecondary Transition For Students With Disabilities In Rural Maine, Elizabeth Stone-Sterling
Graduate Doctoral Dissertations
Students with disabilities who receive special education services are entitled under federal law, the Individuals with Disabilities Education Act, to have an Individualized Education Program (IEP) that includes measurable postsecondary goals and identifies the transition services that are needed in order for the student to reach those goals. Transition planning for students with disabilities in rural areas can be uniquely challenging due to lack of access to transportation, service providers, and accessible programs. Failure to prepare for postsecondary education or employment is correlated with life-long challenges, including poverty, un/under-employment, and limited educational attainment. Natural supports, in the form of family …