Education Commons^™

Teacher Preparedness For Integrating Dyslexia Interventions In The General Education Classroom, Eleanor Perkins

Honors Theses

This thesis features a review of the body of literature surrounding teacher knowledge dyslexia and its interventions. Several studies show teachers (both preservice and inservice) do not have a strong understanding of neither the learning disability nor effective interventions for dyslexia. Students with dyslexia benefit from explicit and systematic teaching. The following lesson plans demonstrate how to lead both large- and small-groups using dyslexia-centered strategies as a general education teacher. The ten-day unit and accompanying intervention plans are designed to specifically accommodate the needs of students with dyslexia, though even students without dyslexia are known to benefit from systematic and …

Teachers Of General Education: Perceptions And Experiences Teaching Inclusion In U.S. Schools, Ann C. Sander

Teacher Education, Educational Leadership & Policy ETDs

This phenomenological qualitative study explored the perceptions and experiences of a group of U.S. public schools, kindergarten through fifth grade teachers, certified in general education with experience teaching inclusion--a federally mandated practice requiring schools to educate students both with and without disabilities in the same classroom. Much of the literature surrounding inclusion focuses on the perceived benefits of the program and children with disabilities' legal rights. The literature has a limited number of references describing the perceptions and experiences of teachers who are required to provide the educational services necessary for inclusion in the classroom.

In this study, 35 participants …

Perspectives Of Students With Asd And Their Parents: What Does It Truly Mean To Be Included?, Keara M. Browne

Theses and Dissertations

Though there are a number of practices identified by researchers and other professionals as inclusive, the question remains about whether the students themselves truly feel included. There has been limited research surrounding specific experiences in inclusive classrooms that students with autism spectrum disorder (ASD) perceive to be facilitators and barriers to being included in general education and co-teaching settings. The purpose of this study was to inform educational policies and school practices surrounding the inclusion of students with ASD in general education and co-teaching settings by analyzing the perceptions of students with ASD and their parents to determine what it …

An Examination Of The Working Relationships Between General Education Teachers, Special Education Teachers, And Paraprofessionals In General Education Settings, Rita Page Hosay

Electronic Theses and Dissertations

The purpose of this study was to provide an examination of the relationships between general education teachers, special education teachers, and paraprofessionals and the influences of these relationships on students with disabilities. This study was conducted through the process of semi-structured interviews with general education teachers, special education teachers, and paraprofessionals working in two Tennessee school districts. The researcher found that communication practices, training, perspectives, time, role expectations, development of partnerships, and the creation of supportive environments affect the development of working relationships among special education teachers, paraprofessionals, and general education teachers. The researcher found that these relationships influence the …

Increasing Independence In Students With Disabilities Through The Use Of Visual Activity Schedules Within The General Education Classroom, Natalie Stevens

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Individuals with disabilities such as autism spectrum disorder (ASD) often require more prompts and specialized instruction than their peers in the school setting. These individuals often benefit from using Visual Activity Schedules (VAS) to learn to complete routines and increase independence while decreasing the needs for adult help and prompts. This study uses VAS plus prompting to increase independence in three children with ASD within the general education elementary classroom. During the study, VAS were introduced and paired with specific prompts aimed to help students become more independent at completing a given routine throughout their school day. Results from the …

Effects Of Professional Development Delivered In A Blended Format On General Education Elementary Teachers' Knowledge Of The Response To Intervention Process, Laura Jensen

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Research within the last decade suggests that in-service general education elementary teachers’ understanding of and skills in administering Response to Intervention (RtI) practices are limited. A review of literature revealed a shortage of professional publications investigating the effects of RtI training for these teachers on their knowledge and skills. This project examined the effects of professional development delivered in a blended format on elementary general education teachers’ knowledge of the response to intervention process. Participants included female general education teachers with a current teaching assignment in grades one or two with a range of teaching experience from preschool through sixth …

Promoting Self-Management Skills Among Students With Disabilities Within The General Education Classroom, Elisabeth A. Pagel

All Electronic Theses and Dissertations

The purpose of this action research project was to determine how educators can promote self-management skills among students with disabilities in the general education classroom. Previous studies were used to summarize the current state of social-emotional learning in the American public-school system and to identify strategies that promote self-management skills in special education classrooms. The Delphi method was used to distinguish which of these strategies would promote self-management skills for students with disabilities in the general education classroom. Panelists (N = 18) generated and ranked strategies in three questionnaires, and they created consensus on the top 10 strategies with the …

Educators' Attitudes Towards Implementation Of Inclusive Education, Kimberly Evans Holmes

Electronic Theses, Projects, and Dissertations

The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they are willing to make necessary accommodations for students. Overwhelmingly, the educators disagree that they are not provided with sufficient training opportunities in …

General Education Teachers’ Attitudes About Inclusion, Larry D. Monje

Dissertations

This study uses Q Methodology and semi-structured interviews to examine general education teachers’ attitudes, beliefs and perceptions about inclusion of students with disabilities in their general education classrooms. As reported in the 38th Annual Report to Congress on the Implementation of the Individuals with Disabilities Act, 2016, 94.8% of students with disabilities are being educated in general education classrooms for some part of the school day (U.S. Department of Education, 2016). For this reason, it is important to understand general education teachers’ attitudes, beliefs and perceptions about the inclusion of students with disabilities.

In this study there were 50 Q …

Teacher Knowledge And Use Of Universal Design For Learning, Katherine D. Mavrovic-Glaser

All Capstone Projects

Today's classrooms are composed with a wide variety of students. It is important for all teachers, both special and general education, to have the ability to teach a diverse group of students. In recent years, Universal Design for Learning {UDL) has gained a positive reputation as a scientifically validated teaching method that considers individuality. The purpose of this investigation is to assess teachers on their knowledge and use ofUDL. A small pool of licensed teachers in the Chicago metropolitan area were polled by means of an electronically disbursed, anonymous survey. The results show 55% of participants claim to be familiar …

Literary Devices: Effects Of Classroom Management On Student Engagement With 1:1 Devices, Elizabeth Parker

All Master's Theses

The study compares two different classroom management strategies in a 5th and 6th grade classroom using an iPad based intervention. The students participated in 10 sessions of a language and grammar intervention on the Moby Max program. During five of the sessions, the teacher actively monitored the classroom, walking around the room, and redirecting students as necessary. For the other five sessions, the teacher used data from the intervention and monitored and redirected students from her computer screen. The data collected included the number of corrections given to each student by the teacher, the number of minutes the program considered …

Teacher Perceived Barriers To Inclusive Instructional Delivery Approaches, Casey M. Wright

Honors Theses

The aim of this undergraduate thesis is to identify the perceived barriers to Inclusive Instructional Delivery Approaches (IIDA) through the perspective of general education teachers. For decades, students identified as having special educational needs have not been adequately served in the classroom. This study reveals the best practices used to include students with disabilities in the general education classroom and why they are not being employed as often as they should be. Through use of survey, the researcher allowed for the opportunity to answer (a) Which IIDAs are used most often? (b) How much time per week do teachers spend …

Exploring Cognitively Accessible Academic Lessons For Students With Intellectual Disabilities Using The Ipad, Jamie Linn Gunderson

UNLV Theses, Dissertations, Professional Papers, and Capstones

Students with intellectual disabilities often lack access to general education curricula. This is because many teachers struggle with adapting these curricula to meet the unique learning needs of these students. Technology, having the potential to facilitate access to general education curricula, has been successfully used as a tool to adapt curriculum for this population. The use of the iPad (Apple, 2010), which is easily programmed to support the unique needs of students with disabilities, is beginning to be explored as a tool for the learning and instruction of students with intellectual disabilities and results have been favorable. Further research is …

A Mixed-Methods Investigation Of Heterogeneously Grouped Inclusion Students At Southeast High School, James Paul Ferry

Walden Dissertations and Doctoral Studies

Inclusion education led to academically-homogeneous grouping of students at southeast high school. Administratively, the decision was made to increase rigor, inclusion students would be grouped heterogeneously in senior economics classes. Guided by Dewey's pragmatic theory, the purpose of this sequential, explanatory, mixed method study was to investigate whether a significant difference exists in the course passing rates, end-of-course test (EOCT) scores, and graduation rates between inclusion students in heterogeneous classes and those in homogeneous classes and how participants perceived the grouping. Archival data (N = 42) on student instructional grouping, passing rates, EOCT scores, and graduation rates were analyzed using …

Special Education Co-Teachers' Perceptions: Collaboration, Involvement In Instruction, And Satisfaction, Eden Hagelman

University of New Orleans Theses and Dissertations

Co-teaching is an approach that is frequently used by schools when students both with and without disabilities are taught in an inclusive classroom. With co-teaching, a general education teacher and a special education teacher share the responsibility of planning and teaching students. This study examined the perceptions of elementary special education co-teachers (n=81) regarding their collaboration with the general educator and their involvement in instruction in the inclusive classroom. In addition, the special education teachers' satisfaction with the co-teaching assignment was investigated. Findings showed that special education co-teachers shared an average of 30 minutes of co-planning a week, teachers who …

Effects Of Noncontingent Peer Attention On Problem Behaviors In Students With Autism In General Education Settings, Alison L. Walker

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

As more children are being identified with autism spectrum disorders (ASD), more of them are being served in public schools with their typically developing peers. Many of these students have behavioral challenges that impact their ability to learn, or the ability of other students in their classes to learn. It is therefore increasingly important that schools are equipped with behavioral interventions that are both effective and easy to implement in order to meet these students’ needs. This study evaluated the effects of one such intervention in which classroom peers were trained to provide attention to the student with autism on …

School Administrators And The Professional Learning Of General Education Teachers Related To Gifted Education: A Delphi Study, Lenore Cortina

Seton Hall University Dissertations and Theses (ETDs)

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Effects Of A Positive Peer Reporting Intervention On Prosocial Interactions In A General Education Classroom, Camela Y. Johnson

Communication Sciences and Disorders Dissertations

Methods for promoting prosocial behavior in educational settings are many and varied. This literature review presents a context for defining and understanding prosocial behavior, including comparisons and contrasts with other behavioral concepts and terms. Understanding peer factors in the development of prosocial behavior can enhance the development and implementation of peer-based interventions. The four main types of peer-based interventions discussed are cooperative-learning groups, group-contingency plans, peer helpers, and positive peer reporting. Each of these interventions has a place in educational settings and should be utilized with social context and individual student characteristics in mind. Behavioral interventions that improve the overall …

Educators' Perceptions Of Collaborative Planning Processes For Students With Disabilities, Nari Carter

Theses and Dissertations

When students with disabilities are included in general education classes, collaboration between special and general education teachers is necessary to ensure that the students have access to the general education curriculum and also have supports that enable them to benefit from their education. This paper reports the results of a phenomenological study that investigated the nature of a collaborative planning experience for pairs of special and general education teachers. From the teachers' descriptions of their experience, sharing common philosophies about educating students with disabilities was an important aspect of successful collaborative planning. Collaboration in this experience was voluntary and was …

General Education And Learning Disabled High School Student Ratings Of Teacher Effectiveness, Kathleen W. Monks

Seton Hall University Dissertations and Theses (ETDs)

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The Effects Of Inclusion Of Students With Learning Disabilities On Urban Fourth-Grade General Education Students, Brenda E. Cox

Theses and Dissertations in Urban Services - Urban Education

This study examined the impact of fully included students with learning disabilities on the academic achievement and classroom behavior of urban elementary fourth grade students. To achieve these purposes, data were collected by using the Iowa Tests of Basic Skills Multilevel Battery (ITBS) of general education students and students with at-risk profiles, Kaufman Tests of Educational Achievement (KTEA) of students with disabilities, completed Individualized Education Program (IEP) objectives of students with disabilities, report card grades of all students, and referrals to principal for inappropriate behavior of all students. Staff and parent surveys and student interviews were another source of data. …