Education Commons^™

Educators’ Perspectives Regarding The Inclusion Of Students With Mild To Moderate Disabilities Into The General Education Classroom, Rebecca Lynn Parres

Electronic Theses, Projects, and Dissertations

ABSTRACT

This quantitative study examined the perspectives of educators related to the inclusion of students with mild to moderate disabilities in general education classrooms. General education teachers, special education providers (e.g. education specialists, speech pathologists, occupational and physical therapists, and school psychologists, etc.), and administrators were surveyed to obtain their perspectives regarding the inclusion of students with mild to moderate disabilities; into the general education classroom. The Inclusive School Program Survey (McLewesky, et al., 2012) was used with permission from James McLeskey who conducted similar research in 2001. The five-point Likert scale survey was utilized to obtain data from the …

"I Need More Help": A Rise In Demand For Special Education In Ontario, Brittany Lee Guenot Ms.

Major Papers

According to regulation 298 of the Ontario Education Act (1990), a primary role of educators is to ‘effectively’ instruct the students they have been assigned. It is my understanding that ‘effective’ teaching is more than simply giving the lesson of the day that aligns with the curriculum. As a teacher, I try to support my pupils’ learning by taking into consideration the best possible way to serve their diverse abilities. Furthermore, I acknowledge that students may require personalized and tailored school supports in order to fully benefit from their educational experience. In my own practice, I have utilized special education …

Perceptions Of Secondary School Special Education Teachers Of Their Preparation For Coteaching, Vicki Zands

Dissertations

Purpose: The purpose of this qualitative multicase study was to describe and explain how secondary school special education teachers perceived that their special education teacher education programs prepared them to work as part of a coteaching team and how secondary special educators described the benefits and challenges of working as part of a coteaching team and sought secondary special education teachers’ recommendations for how teacher education programs could better prepare candidates to serve as members of a coteaching team.

Methodology: A qualitative multicase study was used. The researcher conducted semistructured, in-depth interviews with 12 secondary-level special education teachers who were …

Teacher Perception: Secondary Level Skill Development Support For Students With Specific Learning Disabilities, Philip L. Specht

Education Doctorate Dissertations

Defining the special education framework and teacher roles continue to be a challenge as schools face the differentiated needs of 21st-century learners. Delineating the functions and duties of special education teachers (SETs) at the secondary level provides a unique challenge, which is addressed by a midsized suburban high school developing the Inclusive Consultation Model (ICM). This innovative instructional model is school-wide and multi-disciplinary, impacting both special education and academic teachers. Through weekly consultation, the SET supports the content teacher in contributing instructional methods to meet the varied student needs in class. Outside of class, SETs justify the value of their …

Conducting Classroom Preference Assessments To Determine Effective Reinforcers For Students With Disabilities, Jessica Mitchell

Electronic Theses, Projects, and Dissertations

Reinforcement is a way to help students acquire and maintain skills and appropriate behaviors. This review of literature focuses on a variety of educational studies on students who have special needs. A majority of these studies discussed the types of reinforcers and assessments utilized in either these students’ classrooms or in the researchers’ offices.

All educators should find a variety of reinforcers for their students; in order to avoid a student’s satiation (when they are bored of a specific reinforcer) for a specific item. The most productive way educators can avoid a student becoming satiated with a specific reinforcer is …

Using Coaching Strategies To Support Parents When Promoting Social Communication In Individuals With Disabilities, Molly Baldridge

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The purpose of this practitioner’s piece was to provide educators with a research-based coaching model that will increase opportunities for meaningful collaboration with parents or guardians in order to promote family-centered and socially meaningful child outcomes for their children with autism or other intellectual disabilities. The training model was based on Lane et. al.’s (2016) brief coaching method approach. Other suggested components to parent training included cultural competency, goal setting, planning for generalization, following up and asking for feedback, and troubleshooting any problem behaviors.

Using Response Cards In Inclusive Classrooms, Kaitlin Ayers

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

Inclusive classrooms consist of students with and without disabilities. It is often difficult for teachers to find ways to incorporate all students equally in classroom discussions. Often students with disabilities tend to participate less than their typically developing peers. For teachers to be effective in their classroom it is important for them to follow high leverage practices. One high-leverage practice strategy for teachers to incorporate in their classroom is the use of response cards (RCs). Response cards are evidence-based practices for increasing active engagement, academic achievement, on-task behavior, as well as decreasing problem behaviors. In order for students to have …