Education Commons^™

Investigating Evidence-Based Practices And Interventions Using Multifaceted Learning Theory For Students In A Special Education Self-Contained Classroom, Adam Maitland

Ed.D. Dissertations

Teachers working in a special education self-contained classroom were required to implement evidence-based practices and interventions, rarely researched in a school setting, with fidelity to meet the needs of students with intellectual disabilities. Evidence-based practices and interventions for students with intellectual disabilities were researched in clinical settings with one to three student participants and without a common evaluation tool. The purpose of this qualitative case study was to use the Tennessee Educator Acceleration Model General Educator Rubric to investigate how experienced teachers used multifaceted learning theory when implementing evidence-based practices and interventions in a diverse special education self-contained classroom to …

All About The Special Education Process: A Handbook For Parents, Mikayla Reinke

Dissertations, Theses, and Projects

Until 1976 and the passing of P.L. 94-482 parents or caregivers of children with disabilities were not significantly involved in the education of their children. Even after this, many parents have felt they were in unknown territory regarding the field of special education. With different types of meetings, definitions, and processes that are not explained in a form that those who have not studied special education would understand, how could there not be unknown territory? Parents are provided with the Parent’s Guide to Special Education (2018) and the Parental Rights for Public School Students Receiving Special Education Services: Notice of …

School Leaders And Exclusionary Practices: A Study Of Discretionary Daep Placements For Minority Special Education Students, Tiffany Laine Weiss

Electronic Theses and Dissertations

This study addressed the perceptions of assistant principals, counselors, and school district-level administrators about the overrepresentation of minority special education students in district alternative education placements. The purpose of this study was to examine the discipline practices at three middle school campuses in one 6A urban school district to understand minority special education students’ overrepresentation in discretionary district alternative education placements. The researcher conducted one-on-one interviews with assistant principals, counselors, one dean of students, one assistant superintendent, and one special education director. A document analysis and a data review were conducted to triangulate the results. The findings indicated that years …

Spring 2021

Action in Education

Dean's Corner: A Year of Reflection; New Mentoring Microcredential; Global Partnerships Launches; Virtual Student Teaching;Kenneth Sarubbi Retires; Advancing Anti-Racism Initiatives; Past Is Prologue: The DePaul University and Facing History and Ourselves Collaboration continues in its mission; Nurturing the Special Education Workforce: DePaul partners with the Chicago Teacher Residency program to alleviate the shortage of special education teachers; Flexing His Teaching Muscles: As he alternates between teaching in person and virtually, Josh Cook credits his DePaul education for his flexibility; Breaking Barriers: A new book aims to help teachers educate language learners

How Do Special Education Teachers View The Phenomenon Of Black Male Overrepresentation In Special Education?, Lelon B. Jeffers

Electronic Theses and Dissertations

As the student population in many U.S. public schools grows increasingly more diverse, the need to assess the educational practices utilized in public schools grows as well. It is imperative for educators to make a concerted effort to ensure the rights and needs of minority students are being addressed in public schools. It is the duty of educators and policy makers to protect those students who are most marginalized by society. The purpose of this qualitative study was to explore the phenomenon of Black male overrepresentation in special education, and to ascertain the views and perspectives of special education teachers …

Increasing Inclusive Education Through A Learning Center Model: A California Approach, Aja Mckee, Audri Sandoval Gomez

Education Faculty Articles and Research

Learning center models offer students with disabilities learning experiences in general education classrooms, while retaining support and services from special education personnel. The learning center approach examines existing educational perspectives, practices and structures, surrounding access to general education for students with disabilities. This study used a document analysis, a qualitative data method, to examine how two California school districts developed a learning center model to transform special education programming from segregated special education classrooms and practices to placement and access to general education. The findings inform educational programming for students with disabilities in the least restrictive environment, to comply with …

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 …

Is Inclusion The Answer?, Jacqueline M. Hewins

Cal Poly Humboldt theses and projects

Inclusion is the method by which many school districts meet the requirement of educating students with disabilities in the “least restrictive environment”. While it is an established practice, supported by the educational community and most families alike, there is a gap in the literature regarding how students feel about being in inclusion classes. In order to learn more about the student experience, five students with special education needs from a rural high school were interviewed about their involvement in inclusion. Students were asked about whether they felt included, if they socialized with peers from the inclusion class, and if they …

Instructional Decision-Making For Students In Community-Based Transition Programs, Rachel Knoepfle

University of the Pacific Theses and Dissertations

Per the Individuals with Disabilities Education Improvement Act (IDEA), students with moderate to severe intellectual disabilities are eligible to receive transition services beyond twelfth grade, if they have not met the requirements for a high school diploma. There is not a formal model for how transition services should be implemented and there a number of factors in play when considering instruction for students in transition classrooms. Thus, the following questions arise: what does teaching and learning look like in such a classroom? How do teachers of CBT programs explain and understand their curriculum decision-making processes?

This study employed the methods …

Writing Underachievement: How To Support Students With Learning Disabilities And/Or Attention Deficit Hyperactive Disorder Through Self-Regulation Strategy Development, Katie Ludin

Education | Master's Theses

Writing underachievement is a national dilemma, especially among students with LDs and/or ADHD. Difficulties with written expression create negative social and emotional consequences for students since writing is critical to academic and professional success. Despite this, few studies have explored the impact of writing underachievement. The purpose of this research was to better understand the experiences of struggling writers within the elementary school setting, especially students who receive special education services. Part of this research included an intervention group. Self-Regulation Strategy Development was taught to a group of students with LDs and/or ADHD. This research was conducted in an effort …

A Space To Learn, Amy R. Goods

Dissertations, Theses, and Capstone Projects

In this dissertation, I explore what it means to different people, in different places throughout life’s spectrum to create a space to learn. This dissertation is a collection of work that I have written throughout my time at the CUNY Graduate Center. The chapters herein represent an arch of my learning over the past five years. The title, A Space to Learn, has multiple meanings. For one, writing this dissertation has provided me a space to explore and reflect on a variety of topics, ranging from memory loss, to teacher preparation programs, to eugenics and special education, to tracking and …

Inclusive Classrooms: From Access To Engagement

Occasional Paper Series

No abstract provided.

Culturally And Linguistically Diverse Special Education: Teacher And Outcome Proficiency Self-Rating Form Ensuring Assessment Competency, Tyler Edward Herman

Graduate Education Student Scholarship

This Master’s project investigated current research literature for prevailing prereferral and referral processes of culturally and linguistically diverse (CLD) students to special education evaluation. To that end, this Master’s project sought to strengthen the validity of the referral process for CLD students by creating a self-rating form to guide teachers in accurately differentiating CLD students who are in need of receiving special education services from those who do not need such services. The self-rating form is founded on three competencies of multicultural teacher efficacy and requires teachers to reflect on classroom-level, team collaboration, prereferral, and referral practices. Limitations and suggestions …

Front Matter And Introduction, Valentine Burr

Occasional Paper Series

The writers in this issue of Occasional Papers advocate for models of inclusion that support children’s capabilities and challenge systemic inequities based on ableism and cultural biases. They examine the complex and changing nature of collaboration between general and special educators in inclusion settings. Underlying these essays, though not always explicitly stated, is recognition that the fields of special education and disability studies can deepen and inform each other.

The Fisher-Landau/Dalton Program: A Pilot Study Of Teachers' Perceptions Of Learning Disabilities, Herbert Zimiles, Sylvia Ross

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the two major objectives of the Fisher-Landau program at Dalton: 1. To achieve early identification of specific learning abilities in otherwise intellectually gifted children in order to help them compensate for and thereby forestall some of their difficulties and academic defeats earlier in their school careers, and 2. to improve the effectiveness with which schools are able to meet the educational and developmental needs of learning-disabled children.

The Role Of The Teacher In The Interdisciplinary Team, Sue S. Suratt

Thought and Practice: (1987-1991) the Journal of the Graduate School of Bank Street College of Education

Describes the author's impression that teachers are inadequately prepared to assume leadership roles in clinical settings, especially as members of interdisciplinary teams.

The Perceptions Of Caucasian Female Elementary Teachers And The Overrepresentation Of African-American Males In Special Education, Thomas Seaberry

Doctoral Dissertations and Projects

There is a disproportionate amount of African-American males in special education programs. Several factors have been offered by researchers as to why this phenomenon continues to be a problem throughout the county. The purpose of this study was to understand how Caucasian female teachers' perceptions of African-American male students might influence their overrepresentation in special education. This qualitative study employed an ethnographic case study method, and relied primarily on a pilot study and teacher interviews to obtain data related to this phenomenon. Using this research design, the researcher established six themes related to the research phenomenon: (1) cultural discontinuity between …

Attendance Rates Of Special Populations In One Rural County, Julie Bright

Theses, Dissertations and Capstones

The purpose of this current study is to determine if a difference exists in the attendance rates for special education students and low socioeconomic status students when compared to their peers who do not have these designations. The attendance data from one rural county school district for the years of 2007-2011 were examined to determine if a difference in the attendance rates did exist. Results from this research revealed that students receiving special education services were absent significantly more than their general education peers. However, students of low socioeconomic status were not absent any more than their peers who were …

A Review Of Inclusive Education In New Zealand, Denise Powell Ed.D.

Electronic Journal for Inclusive Education

Inclusive education is a worldwide response to the belief that all children have the right to be educated at their local early childhood centre or school. New Zealand’s education system has undergone a series of transformations over the past 20 years, which has included modifications to how schools and their students are funded and managed, and the responsibilities various government departments have for ensuring all children receive the best possible education in a variety of environments. This article outlines those changes, suggests a way forward that will help ensure inclusive education practices in New Zealand match the current policies and …

The Status Of Students With Special Needs In The Instrumental Musical Ensemble And The Effect Of Selected Educator And Institutional Variables On Rates Of Inclusion, Edward C. Hoffman Iii

Glenn Korff School of Music: Dissertations, Theses, and Student Creative Work, and Performance

The purpose of this study was to describe the current status of students with special needs in the instrumental musical ensemble and to examine the effect of selected educator and institutional variables on rates of inclusion. An online survey was designed by the researcher and distributed electronically to 600 practicing K-12 instrumental music educators in the states of Idaho, Mississippi, Nebraska, Nevada, New Mexico, and Rhode Island. While 13.6% of the total school-aged population nationwide received special education services, demographic data provided by respondents revealed that students with special needs accounted for 6.8% of all students participating in bands, orchestras, …

Attitudes Of Beginner Teachers Of Special Education To Classroom Management: Who's The Boss Here?, Tsafi Timor Ph.D.

Electronic Journal for Inclusive Education

The study deals with approaches of beginner teachers from a Special Education Training Programs to classroom management and to instruction with regard to two approaches: the Humanistic approach (or Student-Centered Approach), and the Custodial approach (or Teacher-Centered Approach). mixed use of both approaches in classroom management practices with a tendency towards the Humanistic approach. The Custodial approach was observed as related to issues of control and attitude towards violence whereas the Humanistic approach was found to be related to student-teacher relations, belief in students' abilities and perceptions of discipline. However, approach towards instruction and teaching was observed as related in …

An Inquiry Into Gardner's Theory Of Multiple Intelligences And Strengths Of Students Placed In Special Education Under Mildly Disabled Categories, Kathryn Sandiford Harrell

Legacy ETDs

This study explored the strengths displayed by 4th-5th grade students placed in special education under mildly disabled categories as compared to the intelligences defined by Howard Gardner in his Theory of Multiple Intelligences (Gardner, 1983, 1999). These categories consist of Specific Learning Disabilities (SLD) and Mildly Intellectually Disabled (MUD). Critics maintain that special education has been focused on the weaknesses of students while overlooking their strengths (Miller, 1993; Armstrong, 2000). Under new legislation and new performance goals for special education, the time has come to focus on students' strengths and equal opportunities for students to learn the curriculum mandated by …