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Full-Text Articles in Education
Factors Which Facilitate The Successful Inclusion Of Students With Learning Disabilities And Emotional And Behavioral Disabilities, Mackenzie Gabrielle Nadeau
Factors Which Facilitate The Successful Inclusion Of Students With Learning Disabilities And Emotional And Behavioral Disabilities, Mackenzie Gabrielle Nadeau
Senior Honors Theses
This paper examines the different types of strategies, supports, and technologies available to students who are classified with a learning disability (LD) or emotional and behavioral disability (EBD) in an inclusive setting. As the number of students with LD and EBD in a general, inclusive classroom setting is rising, it is necessary to find ways to maximize their educational performance. In an inclusive setting, children with disabilities receive instruction with support and accommodations alongside their non-disabled peers in their neighborhood school. The practice of inclusion promotes social interaction and peer-acceptance among students with and without disabilities, therefore providing opportunities for …
Measuring Teachers' Knowledge Of Pediatric Traumatic Brain Injury In The Classroom, Alana C. Moser
Measuring Teachers' Knowledge Of Pediatric Traumatic Brain Injury In The Classroom, Alana C. Moser
Doctoral Dissertations and Projects
As more children reintegrate into the educational classrooms with traumatic brain injuries (TBI), educational teams must know the best ways to assist these students as they return to school. This predictive correlational study used multiple regression to analyze the linear relationship between the need for additional training of classroom teachers in the area of traumatic brain injury (TBI) based on the number of hours of TBI training teachers have received and their years of teaching experience. The sample included 74 elementary, middle, and high school general and special education classroom teachers throughout Texas. In this non-experimental study, participants submitted their …
A Phenomenological Study Of One-To-One Paraeducators' Self-Efficacy In Self-Contained Special Education Programs, Deborah Schloemer-Frazer
A Phenomenological Study Of One-To-One Paraeducators' Self-Efficacy In Self-Contained Special Education Programs, Deborah Schloemer-Frazer
Doctoral Dissertations and Projects
The purpose of this qualitative transcendental phenomenological study was to describe the lived experiences and self-efficacy of one-to-one paraeducators assisting high school students with disabilities in self-contained classrooms. The theory guiding this study is Bandura's social cognitive theory, which describes self-efficacy. Self-efficacy is a person's belief in their ability to complete a designated task (Bandura, 1997a). Bandura purports that there are four elements that contribute to one's self-efficacy: performance outcomes, vicarious experience, verbal persuasion, and physiological and affective state (Bandura, 1997b). In this phenomenological study, eleven one-to-one paraeducators within one school district in western Washington participated in interviews, focus groups, …
The Effects Of Demographics, Training, And Experience On The Self-Efficacy Beliefs Of Online Special Education Teachers, Jeanette Huff
The Effects Of Demographics, Training, And Experience On The Self-Efficacy Beliefs Of Online Special Education Teachers, Jeanette Huff
Doctoral Dissertations and Projects
Self-efficacy beliefs have been shown to be indicators of student outcomes. They have been extensively studied in the brick and mortar setting and in online schools as well, but they have not been studied by special education teachers in the online setting. A key duty of special education teachers is delivering Specialized Academic Instruction (SAI). This study is a quantitative, predictive, correlational, and causal comparative, study and extends the understanding of the self-efficacy beliefs of special education teachers who deliver SAI in the online setting by using Tschannen-Moran and Woolfolk Hoy’s (2001) Teachers’ Sense of Efficacy Scale to measure self-efficacy …
Case Study: Exploration Into Principal's Educational Leadership Training And Their Preparation To Lead Special Education Programs In Schools, Tyriq D'Shon Simmons
Case Study: Exploration Into Principal's Educational Leadership Training And Their Preparation To Lead Special Education Programs In Schools, Tyriq D'Shon Simmons
Doctoral Dissertations and Projects
The purpose of this case study was to explore the educational leadership training experiences in special education for school principals of public charter schools in Washington D.C. Guiding this study, is the theory of pedagogical content knowledge (PCK), contributed by Shulman (1986), and the social constructivist theory contributed by Lev Vygotsky (1978). These theories seek to explain the relationship between what principals are expected to know and do based on leadership content knowledge and practical application, specifically in terms of leading special education programs in schools. The central question of this study is: What are the experiences of school principals …
Be Who You Are: Social Identity And Social Disability As Experienced By 6th Grade Students With Learning Disabilities Educated In The Least Restrictive Environment: A Phenomenological Study, Kimberly P. Johnson
Be Who You Are: Social Identity And Social Disability As Experienced By 6th Grade Students With Learning Disabilities Educated In The Least Restrictive Environment: A Phenomenological Study, Kimberly P. Johnson
Doctoral Dissertations and Projects
The purpose of this phenomenological study is to describe the lived experiences of 6th grade students with learning disabilities educated in their least restrictive environment (LRE) to the maximum extent appropriate sitting next to their non-disabled peers. Two theories guided this study, social identity theory and the social model of disability. Social identity (Tajfel, 1970) addresses individuals' self-worth and self-esteem based on the group they associate with and their rank in the group. Oliver's (1990) social model of disability addresses disability as a social problem rather than a personal problem. The central research question is as follows: what are the …