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Full-Text Articles in Education

Perspectives Of Augmentative-Alternative Communication Users Regarding Their Experiences And Perceived Barriers To Engagement In Higher Education, Heather Anderson Feb 2019

Perspectives Of Augmentative-Alternative Communication Users Regarding Their Experiences And Perceived Barriers To Engagement In Higher Education, Heather Anderson

Doctoral Dissertations

This research investigated the higher education experience of students who communicate via augmentative-alternative communication (AAC) due to having severe speech impairments. Research questions addressed how the students interact with others in the higher education setting, and the presence and nature of any barriers to full participation in academic and nonacademic activities. Using a qualitative case study design, data obtained from personal interviews and questionnaires were analyzed and interpreted based on the theoretical perspectives of critical disability theory and Astin’s model of student involvement. Key themes included issues with communication; challenges associated with disability; and policy and practice, specifically the ...


Stem Pipeline For Students With Disabilities: From High School To Intentions To Major In Stem, Joshua Bittinger Jan 2018

Stem Pipeline For Students With Disabilities: From High School To Intentions To Major In Stem, Joshua Bittinger

Doctoral Dissertations

This dissertation examined the science, technology, engineering, and math (STEM) major declaration intentions of students with disabilities as they graduated high school and entered college. I used data from the High School Longitudinal Study of 2009 (HSLS:09) because data collection began in high school and followed students into college, facilitating research focusing on access. Before investigating major declaration intentions, I critiqued the definition and measurement of disability in the HSLS:09, drawing from survey research methods literature. The two subsequent analyses focused on psychological and structural components, respectively. My focus on psychological components drew from Eccles and colleagues’ (1983 ...


Inclusion Of Students With Learning And Behavior Problems: Knowledge, Attitudes, And Inclusive Practices In Turkey, Hanife Ece Ugurlu Jan 2017

Inclusion Of Students With Learning And Behavior Problems: Knowledge, Attitudes, And Inclusive Practices In Turkey, Hanife Ece Ugurlu

Doctoral Dissertations

Inclusive education has become one of the primary goals of education policy across the world in order to achieve education for all. However, there have been various interpretations with respect to what constitutes inclusive education. In addition, limited research exists on teachers’ perceptions, knowledge, and competencies related to inclusive education and students with special needs. The purpose of preliminary research in this study was to validate the Turkish version of the International Survey of Inclusion. The purpose of the second study was to examine Turkish teachers’ beliefs, knowledge, and skills about inclusion of students with diverse learning and behavioral needs ...


Post-Concussion Experiences Of Collegiate Student-Athletes, Kaitlin Iris Singer Dec 2016

Post-Concussion Experiences Of Collegiate Student-Athletes, Kaitlin Iris Singer

Doctoral Dissertations

Sports-related concussions are a major public health concern affecting a significant number of collegiate student-athletes. Medical and public health research has addressed every aspect of concussion management processes including concussion education, medical diagnosis, recovery, and returning to sport and classroom. This research has led to several best-practices for concussion management. Since 2010, the NCAA has mandated that its member institutions maintain concussion management policies and procedures. However, the current recommendations, based primarily on medical research, have been found in quantitative studies of the behaviors and practices of athletic trainers, coaches, and student-athletes to be ineffective. To date, no studies have ...


Effectiveness Of Proloquo2goTm In Enhancing Communication In Children With Autism During Aba Therapy, Taylor Eastin Krcek May 2015

Effectiveness Of Proloquo2goTm In Enhancing Communication In Children With Autism During Aba Therapy, Taylor Eastin Krcek

Doctoral Dissertations

Autism is a bio-neurological developmental disorder presenting in early childhood that has a profound effect on an individual's ability to communicate. The iPad® with the Proloquo2GoTM app is a multilingual Augmentative and Alternative Communication (AAC) solution designed to assist people who have difficulty speaking or cannot speak at all. This study examines the effectiveness of the Proloquo2GoTM app delivered via iPad® to enhance the tacting, manding, and verbal completion repertoires of children with autism. Participants included five children between the ages of three and four years old diagnosed with an autism spectrum disorder (ASD) and with low ...


The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart May 2015

The Relationship Between Demands And Resources And Teacher Burnout: A Fifteen-Year Meta-Analysis, Tammy Marie Stewart

Doctoral Dissertations

This meta-analysis explored the phenomenon of teacher burnout— the biggest contributor to teacher attrition (Owens, 2013; Unterbrink, 2014; Yu, 2015). The focus of this study was to use meta-analytical procedures to explore the relationship between burnout dimensions (i.e., emotional exhaustion, depersonalization, and feelings of personal accomplishment) and specific demand and resource correlates. Demand correlates included work overload, role conflict, role ambiguity, and student misbehavior. Resource correlates included peer support, supervisory support, and decision-making. This meta-analytical research method encompassed fifteen years of published and unpublished studies from January 2000 through January 2015. A total of 116 studies met the following ...


Special Education Leadership Practices That Support Postsecondary Transition Service Delivery For Students With Severe Disabilities, Laurel A. Peltier Jan 2015

Special Education Leadership Practices That Support Postsecondary Transition Service Delivery For Students With Severe Disabilities, Laurel A. Peltier

Doctoral Dissertations

ABSTRACT

SPECIAL EDUCATION LEADERSHIP PRACTICES THAT SUPPORT POSTSECONDARY AND TRANSITION SERVICE DELIVERY FOR STUDENTS WITH SEVERE DISABILITIES

SEPTEMBER 2015

LAUREL A. PELTIER, B.A., GORDON COLLEGE, WENHAM

M.A., UNIVERSITY OF RHODE ISLAND, KINGSTON

C.A.G.S., UNIVERSITY OF MASSACHUSETTS AMHERST

Ed.D. UNIVERSITY OF MASSACHUSETTS AMHERST

Directed by Dr. Mary Lynn Boscardin

In the past decade, researchers have made new forays into understanding educational leadership and the connections between leadership practices and outcomes for students. While evidence-based leadership practices at the building and district level are critical to the success of students in general and special education settings ...


A Critical Examination Of Policy And Practice In The Transition Experience For Students With Math Learning Disabilities In Mumbai, India, Melinda S. Eichhorn Sep 2014

A Critical Examination Of Policy And Practice In The Transition Experience For Students With Math Learning Disabilities In Mumbai, India, Melinda S. Eichhorn

Doctoral Dissertations

Although some research has examined the experiences of students with learning disabilities in Indian secondary schools (see Karande, Sholarpurwala, & Kulkarni, 2011; Karande, Mahajan, & Kulkarni, 2009), the role of policy in students’ transition into post-secondary education has been largely unexamined. This study is a preliminary effort at providing an investigation of special education policy in Mumbai and the impact on students’ transition to post-secondary education, especially in regards to mathematics. This study extends the current knowledge of students with learning disabilities in Mumbai by 1) taking an in-depth look at students with math learning disabilities specifically, 2) focusing on the transition between secondary and higher secondary education, and 3) examining the impact of current policies and procedures through the lens of critical pedagogy.

In this study, I gathered data on the math proficiency of secondary students with MLD and their typically achieving peers in Mumbai. Additionally, I conducted interviews with secondary students and post-college adults with MLD, as well as interviews with secondary math teachers and college lecturers in mathematics. I also observed post-secondary math classes in various colleges, collected survey data from math lecturers, and reviewed documents from educational institutions all over Mumbai.

The data from this mixed methods study revealed that, for this sample of students in Mumbai, secondary students with MLD do have gaps in their conceptual and procedural knowledge of mathematics as compared to their peers without MLD, especially in the areas of fractions, decimals, pre-algebra, and word problems. Through interview and survey data, secondary students with MLD also expressed frustration with geometry and algebra. The data also revealed that post-secondary students who take Secretarial Practice in place of math in junior college are not prepared for the degree college math course that follows. Additionally, post-secondary students with MLD expressed feelings of fear and judgment when asking for help in mathematics from college lecturers and peers. This suggests that there is a need for professional development among all educators, from primary to post-secondary, to raise awareness of MLD. Also, trying to mediate students’ difficulties at the secondary or post-secondary level is too late; early identification of MLD and early intervention are necessary.

These findings will be useful for inclusive education advocacy groups in India as they work with policy makers and enforcers at the national and state level, as they revise policy and procedures for students with learning disabilities in Maharashtra and India.


(Un)Packing Your Backpack: Educational Philosophy, Positionality, And Pedagogical Praxis, Yvette Prinsloo Franklin Aug 2012

(Un)Packing Your Backpack: Educational Philosophy, Positionality, And Pedagogical Praxis, Yvette Prinsloo Franklin

Doctoral Dissertations

In this philosophical research project, the author examines the question: How can the case be made that there is an imperative need to change the trajectory of current efforts to reduce “achievement gaps” in the United States and (re)vision a transformation of our school settings through conscious-raising sensitivity regarding issues of equity towards equality amongst educators that harnesses the work of philosophy of education scholars? She engages the reader in a theoretical hike through a philosophical argument for attending to philosophical theories of education, extending the work of Jane Roland Martin regarding sensitivity and drawing heavily on the scholarship ...


Career Development And Employment Concerns Of Employment-Seeking Students With Psychiatric Disabilities, Sarah Charlotte Helm May 2012

Career Development And Employment Concerns Of Employment-Seeking Students With Psychiatric Disabilities, Sarah Charlotte Helm

Doctoral Dissertations

Although some literature chronicles the career development of college students with other types of disabilities, students with psychiatric disabilities have been practically invisible in research focused on this topic. Yet evidence suggests that the number of students with documented psychiatric disabilities attending institutions of higher education is on the rise. Thus, the purpose of the study was to describe the career development and employment concerns of employment-seeking students with psychiatric disabilities.

A qualitative research design was used to gain in-depth information from the perspective of students with psychiatric disabilities, specifically case study. The participants were seven undergraduate students from three ...


The Discursive Construction Of Autism: Contingent Meanings Of Autism And Therapeutic Talk, Jessica Nina Lester May 2011

The Discursive Construction Of Autism: Contingent Meanings Of Autism And Therapeutic Talk, Jessica Nina Lester

Doctoral Dissertations

This dissertation was a discourse analysis study, drawing upon discursive psychology, poststructural understandings of discourse, conversation analysis, and a social relational model of disability. The purpose of this study was to explore how autism was performed as an interactional event among children with autism labels, the therapists who work with them, and their parents, in the context of a pediatric therapy setting. I interrogated how the participants’ everyday discursive practices were shaped and, at times, constrained by the social and political institutions that often work to define autism and the related, official plans of treatment. A total of 12 families ...


Assessment Of Cognitive Abilities In Children With A Pervasive Developmental Disorder Using The Universal Nonverbal Intelligence Test, Bobbie Ann Burton Aug 2008

Assessment Of Cognitive Abilities In Children With A Pervasive Developmental Disorder Using The Universal Nonverbal Intelligence Test, Bobbie Ann Burton

Doctoral Dissertations

This study was designed to examine the utility of the Universal Nonverbal Intelligence Test (UNIT; Bracken & McCallum, 1998) for use with children who have been diagnosed with a pervasive developmental disorder (e.g., autistic disorder, asperger’s disorder, pervasive developmental disorder-not otherwise specified). The goal was to determine whether distinct cognitive profiles on the UNIT exist within this population and between those with and without a pervasive developmental disorder: a) Do children with a pervasive developmental disorder earn significantly lower mean scores than a demographically matched control group on the UNIT Full Scale Intelligence quotient? b) Do children with a pervasive developmental disorder earn a significantly higher mean score on the UNIT Nonsymbolic quotient versus the Symbolic quotient? c) Do children with a pervasive developmental disorder earn significantly different mean scores on the UNIT Reasoning and Memory quotients?

Examiners administered the UNIT to 43 children with a pervasive developmental disorder. Data from 31 children who received raw scores of at least 1 on every subtest were used for statistical analyses. Data from an additional 31 children who participated in the UNIT standardization process were also included as the control group. The group with a pervasive developmental disorder had significantly lower scores (p<.001) on every quotient of the UNIT when compared to the control group. When the mean Full Scale Intelligence quotients were compared, the difference of approximately 22 points was significant, t(26) = 4.46, p = .000. Within the group with a pervasive developmental disorder, the mean score of the Nonsymbolic quotient was approximately 4 points higher than the Symbolic quotient; this difference was not significant, t(30) = 1.59, p > .05 (onetailed). When the Memory and Reasoning quotients were compared, the mean difference of .19 was not significant, t(30) = .068, p = .947. Based on mean difference analysis of this sample, there does not seem to be a unique cognitive profile for this population on the UNIT.


Conditions Surrounding Four Mexican Females’ Quest For A Higher Education In A Southeastern United States Community, Sharon L. Hixon May 2008

Conditions Surrounding Four Mexican Females’ Quest For A Higher Education In A Southeastern United States Community, Sharon L. Hixon

Doctoral Dissertations

This qualitative case study collection followed 4 self-identified college-bound Mexican immigrants as they moved from their senior year of high school through their first semester of college. The purpose of this study was to learn about the young women’s aspirations and expectations and how their aspirations and expectations were or were not in harmony with the actuality of their lives.

To meet this goal, the researcher interviewed the female participants three times. These interviews took place in high school and the first semester of college. The researcher began each interview with a predetermined list of questions, and added additional ...