Education Commons^™

Factors That Impact New York City Public High School Graduation: Finding Barriers To Education Through Data Analysis And Visualization, Kyoung Kang

Dissertations, Theses, and Capstone Projects

This capstone project is to provide visual evidence about the factors related to high school graduation rates of New York City public high school students. By analyzing the NYC public high school data, including graduation rates, school survey results, and school funding allocations, this project explores the graduation gaps among different student bodies, such as ethnic groups and school locations. The graduation disparities across the five boroughs are further examined for students with disabilities, economic difficulties, and language barriers. School-level data is used to visualize the gaps in school performances and funding allocations across the five boroughs. Lastly, the visualization …

Teaching Writing To Middle School Students With Disabilities: A Merc Research Brief, David Naff, Jennifer Askue-Collins, Julie S. Dauksys

MERC Publications

This research brief by the Metropolitan Educational Research Consortium explores peer reviewed literature about effective strategies for teaching writing to middle school students with disabilities. It answers the following questions: 1) Why is it important to teach writing? 2) What is the nature of the challenge in teaching writing to middle school students with disabilities? 3) What interventions help with teaching writing to middle school students with disabilities? and 4) What strategies are utilized in the MERC region for teaching writing to middle school students with disabilities?

Principals' Perceptions Of Manifestation Determination Implementation And Disciplining Secondary Students With Disabilities, Felicia Florez

ATU Theses and Dissertations 2021 - Present

Students with disabilities are often disciplined differently than their peers in school. This qualitative study focused on eight secondary administrators in the Fort Smith Public School district and their perceptions of manifestation determinations and their understanding of the laws of special education. Participants were interviewed face-toface via an online platform, and results were recorded and transcribed verbatim. Glasser’s Choice Theory guided the research and through the study the results indicated administrators gain insights to a SWD motivation for the behavior before assigning an intervention, punishment, or discipline procedure (Achilles et al., 2007; Glasser, 1998; Louis, 2009; Rose, 1988; Zirkel, 2010). …

Teachers’ Perceptions Of Alternate Academic Standards And Alternate Testing In Northeast Tennessee, Jodie Bakely

Ed.D. Dissertations

In accordance with the Every Student Succeeds Act (2015), Tennessee developed alternate academic standards and an alternate assessment for students with significant cognitive disabilities. This study examined teacher perceptions of the alternate academic standards and alternate assessment in Northeast Tennessee. The researcher interviewed nine teachers of students with significant cognitive disabilities who had used the alternate academic standards and alternate assessment with their students in Northeast Tennessee. The study found that the teachers interviewed did not see the value in using the alternate state standards or alternate assessment with their students. The implications of this study included a need for …

A Study Of The Collaborative Strategies Of General Education And Special Education Teachers In The Inclusion Classroom In An Urban High School, Angela Mcdougall

Theses and Dissertations

This study expands on prior research on the benefits and strategies implemented in an inclusion classroom with the general education and special education teacher in an urban high school. The collaborative strategies that both teachers implement are critical to ensure a high level of instruction delivery to the special education students and the general education students that are placed together in the inclusion classroom. The general education teacher and the special education teacher both have their respective roles in the inclusion classroom.

General education teachers, ICS (in class support) and special education teachers who instruct in self-contained classrooms were interviewed …

Idea Compliant Transition Program For High School Students With Mild To Moderate Disabilities, Crystal Lewis

Master's Theses & Capstone Projects

This is a literature review intended to investigate development of secondary school transition programs for students with mild to moderate disabilities, features of current transition programs, adopted curriculum and standards designations, and possible areas of improvement. It was expected that through reviewing compiled research there would be a clear sense of what a successful transition program should look like and what services it should provide. However, it was found that there are few successful models, and there continues to be little consensus or alignment amongst the nation on these areas. Since the 1800’s, secondary transition programs for students with mild …

Promoting College And Career Readiness With Middle School Youth With Disabilities: Lessons Learned From A Curriculum Development Project, Meg Grigal, Lori Cooney, Debra Hart

All Institute for Community Inclusion Publications

Engagement and academic success in middle school is critically important to ensure students with disabilities complete high school and have a viable path to and through postsecondary education. Although most middle school students say they want to pursue postsecondary education or training, a significant proportion are not actively engaged in college and career readiness (CCR) activities in middle school. This transition in practice article highlights the importance of early CCR instruction for middle school youth with and without disabilities. Lessons learned from developing an online CCR curriculum and implementing it with middle school youth in inclusive middle school settings will …

A Whole New World: Students With Disabilities Transition To Postsecondary Education, Warren Whitaker

Dissertations

Since the inception of the Americans with Disabilities Act (ADA) of 1990, there has been a steady increase in the enrollment of students with disabilities in higher education. With the postsecondary transition in educational supports from the Individuals with Disabilities in Education Act (IDEA) in high school to ADA in college, there has been a lack of research related to the experiences of these students with disabilities while they are in college. Considering the changes in disability experience resulting from education policy changes from high school (IDEA) to college (ADA/Section 504), the purpose of this study was to examine the …

Examining High School Students On Their Ideas About The Social Exclusion Of Peers With Learning Difficulties, Melanie E. King

Electronic Thesis and Dissertation Repository

This thesis investigated the reasons high school students believed their peers with learning difficulties were excluded, and compared male and female responses. Participants included twenty grade twelve students who were interviewed on why they believed students with learning difficulties were excluded. Responses were analyzed (a) qualitatively to identify response themes, and (b) quantitatively to examine gender differences. Five response categories were identified including (a) thoughts and behaviours of students without learning difficulties, (b) classroom-related activities, (c) differences between students with and without learning difficulties, (d) thoughts and behaviours of students with learning difficulties, and (e) exclusion is not a problem. …

School Libraries, Disabilities, And A Phenomenological Progression To Policy Change, Patrice Narret Foerster

Dissertations

Research has shown that school librarians are not well equipped to work with students who have disabilities. Applying a conceptual framework culled from the public policy process literature, this phenomenological study used interviews with Washington, DC, policy workers--some of whom advocate for students with disabilities--to explore the possible connection between library experiences and the placement of libraries within the Elementary and Secondary Education Act (ESEA). The findings indicate that these workers are not framing libraries in the same way that library professionals do and are not viewing school libraries as a direct source of student instruction. This dichotomy suggests that …

Reaching The Next Stephen Hawking: Five Ways To Help Students With Disabilities In Advanced Placement Science Classes, Lori A. Howard, Elizabeth A. Potts, Ed Linz

Special Education Faculty Research

As the federal government encourages all students to attempt advanced math and science courses, more students with disabilities are enrolling in Advanced Placement (AP) science classes. AP science teachers can better serve these students by understanding the various types of disabilities (whether physical, learning, emotional, or behavioral), associated legal issues, and ways to adapt instruction to improve learning by all students in the class. This article offers examples of adjustments you may need to use in your class.