Education Commons^™

Students With Learning Disabilities And Their Lived Experiences Transitioning From High School To Post-Secondary Education, Barbara Ann Wucherpfennig

Electronic Theses, Projects, and Dissertations

This qualitative study explores the transition of students with learning disabilities (LDs) from high school to junior college, focusing on self-advocacy, self-determination, and the impact of transition services. Conducted with students aged 18 to 23 in Riverside, California, through semi-structured interviews, it employs hermeneutic interpretative phenomenological analysis to merge participants' experiences with social justice theories. The research underscores the need for educational strategies that are inclusive and adaptive, catering to the unique challenges of students with LDs. Key themes found are Awareness and Application of Self-Advocacy and Self-Determination, the Role of High School Transition Services in College Preparedness, Guidance and …

Assessment Of Inclusive Practices In Head Start Preschool Classrooms: Access, Participation, And Supports, Ifthika "Shine" Nissar

Electronic Theses, Projects, and Dissertations

ABSTRACT

The purpose of this study was to assess inclusive practices in Head Start preschool classrooms. In 1972, Public Law PL 94-242 mandated Head Start enrollment to include 10% of students with disabilities (Allen & Cowdery, 2009). Research on assessment of inclusive practices within Head Start preschool classrooms is limited (Gallagher & Lambert, 2006; Muccio, 2012).

This study implemented a quantitative, descriptive design approach. Correlational analysis was conducted to explore answers to the research questions according to access, participation, and supports constructs (DEC/NAEYC, 2009). An Inclusion Crosswalk model was introduced. Data revealed that the underlying factor structure of the …

Activity Bursts In The Special Education Classroom: Teachers’ Perceptions Of Student Engagement And Behavior, Jacqueline Mantz

Electronic Theses, Projects, and Dissertations

An exploratory case study design and a mixed-methods approach was used to discover the impact of the Activity Bursts in the Classroom (ABC) Fitness Program on students in special education classroom settings, elementary and middle school. Both classrooms were comprised of students with the primary disability of emotional disturbance. Special education intervention teachers’ perceptions of their students engagement and behavior were collected before and during the implementation of the ABC for Fitness Program intervention. Special education intervention teachers completed the Teacher Assessment of Student Engagement, participated in an ABC for Fitness training session, a question and answer session, completed daily …