Education Commons^™

A Mixed Methods Study Of The Literacy Motivation Of Students With Intellectual Disability Labels, Hayley Jordan Hoover

All Dissertations

The purpose of this mixed methods study was to explore the literacy motivation of individuals with intellectual disability labels and to develop an instrument that will support teachers in understanding their students’ literacy motivations. This participatory social justice approach was conducted through the lens of Situated Expectancy Value Theory (SEVT; Eccles & Wigfield, 2020) and Disability Studies in Education (DSE; Connor et al., 2008). The target population of this research was students with an intellectual disability label and their teachers. The research occurred in three phases.

In the first phase of the research, student interviews were conducted to explore what …

Establishing Self-Instruction Skills By Teaching Mands For Informational Inquiries With Intelligent Voice Assistants Using Progressive Time Delay, Taylor Rae Kelley

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

In this study, unknown questions were posed to four high school students with intellectual disabilities, and they were directed to use intelligent voice assistants to mand for the answers. This self-instruction skill was taught using progressive time delay within a multiple probe across participants design with embedded generalization probes. Participants were trained to initiate Siri® or Google Assistant™ before baseline sessions were conducted. The effectiveness of progressive time delay to teach this skill was evaluated when questions were presented by research implementers and when presented by untrained communication partners. Implementers exposed participants to additional voice commands at the end of …

The Effect Of Constant Time Delay And Sentence Frames On Correct Word Selection For Sentences Constructed Using Technology-Aided Instruction During A Story-Based Lesson, Thai Williams

Electronic Theses and Dissertations

The purpose of this study was to investigate the effect of an intervention package that included constant time delay (CTD) and sentence frames on correct word selection for sentences constructed using technology-aided instruction (TAI) during and following a story-based lesson (SBL) for participants ages 6-8 who have intellectual disability, developmental delays, and autism (IDD). A multiple probe across participants design was used to evaluate the efficacy of the intervention. Probes were conducted during baseline, intervention, generalization, and maintenance phases to determine the effectiveness of the intervention on correct word selection for sentence construction. Results indicate a functional relation between the …

Living The Dream: Building Self-Determination To Improve Postsecondary Outcomes, Pete Gladstone

Electronic Theses and Dissertations

Despite recent federal legislation outlined in the Individuals with Disabilities Education Act (IDEA) reauthorization of 2004 that mandates effective postsecondary transition planning for all students with Individualized Education Programs (IEPs), students with intellectual disability (ID) continue to experience inequitable postsecondary outcomes, particularly in the areas of postsecondary education (PSE), employment, and independent living (Lipscomb et al., 2017). It has been established that one effective method for improving those outcomes is to develop students’ self-determination abilities, and there is near unanimous agreement within the education community that doing so should be a primary objective during the transition process (Izzo & Lamb, …

Progressive Time Delay To Teach High School Students With Intellectual Disability To Initiate Manding Siri® For Unknown Information, Madelyn N. Calzi

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

A multiple probe design across participants with intermittent generalization probes was used to evaluate (a) the effectiveness of progressive time delay to teach four high school students with intellectual disability to initiate using Siri® when asked an unknown question and (b) the generalized use of Siri® when asked questions from untrained communicative partners. Technology training occurred prior to baseline to teach all participants to use Siri®. Secondary data were collected on Siri’s® response and student engagement with the answer. Due to the 2020 Covid-19 pandemic and school closures, only one participant entered intervention and the study was unable to be …

Knowledge And Desires Of Parents Of Middle School Students With Intellectual Disability Regarding Inclusive Education Laws And Practices In South Korea: Qualitative Case Study, Yunji Jeong

Special Education ETDs

The purpose of this study was to examine the knowledge and desires of parents of middle school students with ID regarding inclusive education practices and laws in South Korea. I interviewed seven mothers of children with ID who attended South Korean middle school. Three themes emerged including (a) mother-teacher communication, (b) particular knowledge that suppressed further desires for inclusive education, and (c) culture-based advocacy for inclusive education. I discussed these findings based on Confucianism, collectivism, social and medical models of disability, and Rawls’s theory of justice. The mothers neither knew about inclusive education laws nor valued the laws. Instead, they …

The Continuum Of Support For Building Intimacy Knowledge In College For Students With Intellectual And Developmental Disability, Chelsea Vanhorn Stinnett

Theses and Dissertations

Adults with intellectual disability report the same relational and sexual intimacy needs as those without disability, yet experience barriers in accessing intimacy education and engaging in intimacy. Postsecondary education (PSE) programs for students with intellectual disability allow for college students to experience a higher level of autonomy in choice-making they may not have experienced in their family home. The Continuum of Support for Intimacy Knowledge in College Survey (CoSIK-C) was used to examine how PSE programs support college students in building their intimacy knowledge, intimacy education professional development opportunities for PSE staff members, and staff perceptions on factors that could …

Thriving With Down Syndrome: A Qualitative Multiple Case Study, Talia G. Thompson

Electronic Theses and Dissertations

Down syndrome (DS) is a chromosomal abnormality associated with intellectual disability (ID) and multiple medical complications. However, despite significant deficits related to the disability, there are people with DS who are thriving in our community. This dissertation examines those who thrive with DS and the individual and environmental factors that influence their thriving within two manuscripts. Manuscript One presents a synthesis of seminal and current positive psychology and disability studies literature. Review indicates that thriving with ID occurs when individuals report (a) a healthy transactional relationship between the individual and the ecological system; (b) high subjective well-being; and, (c) an …

Students With Intellectual Disabilities Accessing Postsecondary Education Settings: Promoting Education Equity: Seeing Students For Their Ability First And Supporting Their Development As Contributing Members Into A Diverse Society, Kathleen N. Mercier

Dissertations

The purpose of this ethnographic study was to examine and describe the lived experiences of seven students with intellectual disabilities (ID) participating in two postsecondary education (PSE) settings in Southern California that were aligned to the Think College Standards-Based Conceptual Framework for Inclusive Higher Education.

Through a qualitative approach of ethnography, the researcher examined various stakeholders’ awareness and ability to support students with ID in higher education settings in an effort to support future development of PSE programs for students with ID. Methodology tools included classroom observations, individual interviews, and examination of artifacts from the sample of PSE settings in …

Inclusion, Community, And Social Relationships: A Phenomenological Study Of The Experiences Of Adults With Intellectual And Developmental Disabilities, Chloe Wilson

Master's Theses and Doctoral Dissertations

Individuals who are ascribed the label of disability must face the stigma and assumptions of inability that it carries, and those with intellectual and developmental disabilities (IDD) are subjected to speculation that calls into question their capacity for reason, reflection, and morality. The purpose of this research was to explore the perspectives and experiences of adults with IDD and their family members. This study primarily focused on the ways in which participants create meaning around community and relationships in addition to examining the factors that inhibit or encourage inclusion and accessibility.

This phenomenological study examined the perspectives of five individuals—three …

Technology And The Self-Directed Iep: Improving Meeting Participation For Students With Severe Disabilities, Crystal Ann Stringham

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Students with a Specific Learning Disability (SLD) often experience challenges when transitioning to postsecondary education institutions after high school. A unique challenge involves filling out forms in order to registered for college. One of several components to a successful transition to postsecondary settings requires students to complete application forms. The purpose of this project is to examine the effects of direct instruction (DI) on increased performance of filling out college application forms of students with SLD in a special education classroom. Participants included eight high school students, ages 17 to 18, with a SLD. The intervention in this study involved …