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Preservice Teacher Attitudes And Intentions Toward An Inclusive Educational Environment: An Application Of The Theory Of Planned Behavior, Julie Jones
All Dissertations
The purpose of this research project was to identify preservice teacher beliefs, attitudes, and intentions toward the inclusion of students with disabilities in a predominately general education environment. A survey instrument was created based on Ajzen and Fishbein's theory of planned behavior and disseminated to three universities in South Carolina. This study improves upon existing studies of preservice teacher attitudes because it takes place at more than one institution and is grounded in a theory that explores the many- layered aspects of attitude.
Preservice teacher attitudes were moderately positive on all measures: behavioral beliefs, subjective norms, and perceived behavioral control. …
Portrayal Of Characters With Disabilities In Newbery Books, Melissa Leininger
Portrayal Of Characters With Disabilities In Newbery Books, Melissa Leininger
Theses and Dissertations
Newbery books represent quality literature that is likely to be used for bibliotherapy, yet these books have not been systematically evaluated for their portrayal of characters with disabilities. Thirty Newbery Award and Honor books from 1975–2008 were identified that contained 40 characters with disabilities. These books were evaluated using a rating scale that combines literary standards and standards relating to individuals with disabilities. The types of disabilities and personal characteristics such as gender, age, and race were documented and the personal portrayal of characters with disabilities and exemplary practices in these books were evaluated. This information was compared to the …
Factors Of Effective Teaming Of Special Education Paraprofessionals And Special Education Teachers., Heidi Zisla
Factors Of Effective Teaming Of Special Education Paraprofessionals And Special Education Teachers., Heidi Zisla
Theses and Graduate Projects
The purpose of this study is to identify the factors that lead to effective teaming of special education teachers and special education paraprofessionals. These teams face many challenges in teaming effectively. Teachers and paraprofessionals were surveyed and interviewed to gather their perspectives. Communication, clear roles and expectations, demonstrating appreciation and respect emerged as some of the main factors leading to effective special education teaming.
Cultural Responsiveness In The Special Education/Esl Department: Faculty Perceptions At Brigham Young University, Temma Jo Devereaux
Cultural Responsiveness In The Special Education/Esl Department: Faculty Perceptions At Brigham Young University, Temma Jo Devereaux
Theses and Dissertations
Faculty members from Brigham Young University's special education/ESL program participated in professional development centered on increasing multicultural competence. The primary investigator interviewed faculty members regarding their perceptions of professional development. After conducting the interviews, faculty members' feedback was coded to determine whether or not the professional development aided them in infusing more culturally sensitive practices into the curriculum and created a more sensitive learning environment for students from diverse backgrounds. Researchers also coded the faculty members' feedback to determine if faculty members felt they have changed at an individual/personal level in terms of how they view their own cultural background …
Factors Of Effective Co-Teaching Between Special And General Educators, Jake Zisla
Factors Of Effective Co-Teaching Between Special And General Educators, Jake Zisla
Theses and Graduate Projects
The purpose of this study is to identify the factors that lead to effective co-teaching relationships between special and general educators. With an increasing focus on inclusion of students with special needs into the general curriculum, co-teaching provides special education teachers an opportunity to provide services within that general curriculum, while giving general educators necessary support. The sfudy was conducted in the form of an initial survey with seven participants, as well as four in-depth case studies of special and general educators currently in co-teaching relationships. The results were analyzed along three major theme areas: collaboration, roles and outcomes. Compatibility, …
Exploring The Effects Of Online Instruction On Reading Comprehension Achievement Of Students With Learning Disabilities, Nancy Shuman Fitzgerald
Exploring The Effects Of Online Instruction On Reading Comprehension Achievement Of Students With Learning Disabilities, Nancy Shuman Fitzgerald
UNLV Theses, Dissertations, Professional Papers, and Capstones
Two major pieces of legislation, the Individuals with Disabilities Education Act (2004) and No Child Left Behind (NCLB) (2001) mandate that students with disabilities be placed in the Least Restrictive Environment and have access to the general education curriculum. To provide access to the general education curriculum, inclusion in general education classes for students with disabilities has become the accepted practice. Many students with specific learning disabilities experience difficulties with the general education curriculum because their reading ability falls significantly below the school curriculum and textbook instructional levels (Deshler & Schumaker, 1993). The Word Identification Strategy (Lenz, Schumaker, Deshler, & …