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Full-Text Articles in Education

Special Education Leadership And The Implementation Of Response To Intervention, Derek Ryan Cooley Dec 2013

Special Education Leadership And The Implementation Of Response To Intervention, Derek Ryan Cooley

Dissertations

Response to Intervention (RTI) is a process by which schools identify students with disabilities using research-based interventions. As schools across the United States struggle to redefine district structures and processes required for RTI, special education administrators have become primarily responsible for implementation. Research describing special education administrators’ perceptions about the implementation of RTI is limited, however.

Framing RTI as an educational change initiative, this study uses survey methods to determine special education administrators’ 1) perceptions of leadership and change, 2) the extent to which they determine a structured plan to implement RTI as important, and 3) how frequently they encountered ...


Psychosocial Development Of Students With Autism Spectrum Disorder In Higher Education, Kathleen M. Vanderveen Dec 2013

Psychosocial Development Of Students With Autism Spectrum Disorder In Higher Education, Kathleen M. Vanderveen

Dissertations

Students, in general, are not graduating from college in percentages above 60% after five years (Chronicle of Higher Education, 2012). According to the National Council on Disability (NCOD, 2007), more students with disabilities are enrolling in higher education every year; but their graduation rates are declining (Getzel, 2008; NCOD, 2007; Orr & Goodman, 2010; Troiano, Liefeld, & Trachtenberg, 2010). Exploring ways to improve the retention and success of students with disabilities in college, leads to the review of psychosocial student development theory, which has guided student support for many years, but has not been widely applied to students with disabilities.

This qualitative study explored the college experiences of senior students diagnosed with Autism Spectrum Disorder (ASD), and the meaning they make out their development in three areas of psychosocial growth phases. Through a phenomenological approach, six participants from four different four-year public universities in Michigan described their college experiences, both academically and socially. These three (of seven) “vectors” as Chickering (1969) theorized, are growth phases that most traditional age (18-22) college students eventually pass through (Chickering & Reisser, 1993). They referred to these three vectors as “developing competence,” “managing emotions,” and “moving through autonomy toward interdependence.”

From the interviews, five emergent themes describe the participants‟ experiences in college: a) coming to terms with an autism spectrum diagnosis; b) using the “campus compass” to find purpose; c) being aware of diversity; d) participating in purposeful social interactions; e) being aware of emotional growth. The findings from this study support development in the first two vectors, developing competence and managing emotions, but did not directly support ...