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Articles 1 - 5 of 5
Full-Text Articles in Education
Universal Design For Learning’S Successful Implementation: What Can Administrators Do?, Monica Grillo
Universal Design For Learning’S Successful Implementation: What Can Administrators Do?, Monica Grillo
Graduate Research Posters
Administrators have a unique position to influence teacher attitudes by creating an inclusive school culture and providing instructional leadership. Implementing Universal Design for Learning (UDL) is a critical issue for public schools in our country. UDL is an inclusive framework based on the science of learning. It supports and removes barriers to learning for all students while maintaining high expectations. Federal education policies have called for inclusive instruction based on UDL principles. Nevertheless, our educators and administrators are not sure they believe in it and do not know what exactly it is or how to implement it with fidelity. Previous …
Coaching Paraeducators To Accurately Record Student Response Data During Direct Instruction, Paige J. Carter Phd
Coaching Paraeducators To Accurately Record Student Response Data During Direct Instruction, Paige J. Carter Phd
Theses and Dissertations
Paraeducators serving students with disabilities outnumber special education teachers in the United States (Stewart, 2019; U. S. Department of Education et al., 2018). Paraeducators regularly provide instruction without the benefit of regular and effective training. One of the duties associated with instruction is the collection of instructional data. The purpose of this study was to examine a combination of training and coaching on the accuracy of recording student responses. In addition, a teacher-as-coach model was examined for feasibility with existing time and resources. A multiple baseline across participants design was planned. Special education teachers and paraeducators at a public separate …
Inclusive Academic Education & Vocationally-Oriented Transition Predictors’ Association With Post-Secondary Outcomes Of Youth With Intellectual And Developmental Disabilities, Joshua P. Taylor
Theses and Dissertations
Despite efforts through legislation to increase the engagement of individuals with intellectual and developmental disabilities (IDD) in competitive integrated employment (CIE) and post-secondary education, outcomes remain poor. However, recent policy has emphasized CIE as a preferred outcome and created new opportunities to engage individuals with IDD in post-secondary education. Likewise, research into the transition of youth with disabilities has revealed several predictors of post-school success including inclusive education and a variety of vocationally-oriented experiences. Previous research had not determined whether students with IDD received both inclusive academic education and vocational transition experiences or how these predictors might interact. The purpose …
Will They Stay Or Will They Go? Analysis Of The 2019 Doe Working Conditions Survey, Jonathan D. Becker, Valerie Robnolt, Kasey Dye, Erica Ross
Will They Stay Or Will They Go? Analysis Of The 2019 Doe Working Conditions Survey, Jonathan D. Becker, Valerie Robnolt, Kasey Dye, Erica Ross
MERC Publications
This report is part of the MERC Teacher Retention study. This study was designed to identify patterns of teacher retention in the MERC region and to determine the school and system-level factors driving them. The study also provides an overview of state and regional policies and programs relevant to teacher retention, and includes evaluations of existing policies and initiatives to determine efficacy and cost benefit. Teacher shortages continue to be a problem in the United States. While a range of policy solutions have attempted to stem the loss of teachers, at the base of many of these efforts is the …
Collaborative And Culturally Responsive Practices Of Transition Professionals To Support Black Students With High Incidence Disabilities, Amber Ruiz
Theses and Dissertations
Black students with high incidence disabilities have some of the most concerning postsecondary transition outcomes compared to their White and nondisabled peers (Awsumb et al., 2020; Hussar et al., 2020; Joint Legislative Audit and Review Commission [JLARC], 2020). Different government reports cited the lack of collaborative practices and various transition researchers imply the need for culturally responsive practices when supporting Black students (Federal Partners in Transition [FPT], 2015; Government Accountability Office [GAO], 2012; Thoma et al., 2016). To address these gaps in the literature, this study explored the collaborative and culturally responsive practices of transition professionals to support Black students …