Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 13 of 13
Full-Text Articles in Education
Preservice Teacher Attitudes And Intentions Toward An Inclusive Educational Environment: An Application Of The Theory Of Planned Behavior, Julie Jones
All Dissertations
The purpose of this research project was to identify preservice teacher beliefs, attitudes, and intentions toward the inclusion of students with disabilities in a predominately general education environment. A survey instrument was created based on Ajzen and Fishbein's theory of planned behavior and disseminated to three universities in South Carolina. This study improves upon existing studies of preservice teacher attitudes because it takes place at more than one institution and is grounded in a theory that explores the many- layered aspects of attitude.
Preservice teacher attitudes were moderately positive on all measures: behavioral beliefs, subjective norms, and perceived behavioral control. …
Portrayal Of Characters With Disabilities In Newbery Books, Melissa Leininger
Portrayal Of Characters With Disabilities In Newbery Books, Melissa Leininger
Theses and Dissertations
Newbery books represent quality literature that is likely to be used for bibliotherapy, yet these books have not been systematically evaluated for their portrayal of characters with disabilities. Thirty Newbery Award and Honor books from 1975–2008 were identified that contained 40 characters with disabilities. These books were evaluated using a rating scale that combines literary standards and standards relating to individuals with disabilities. The types of disabilities and personal characteristics such as gender, age, and race were documented and the personal portrayal of characters with disabilities and exemplary practices in these books were evaluated. This information was compared to the …
Determining Eligibility, Marie A. Lynch
Determining Eligibility, Marie A. Lynch
Faculty Publications
This investigation examined the relationship between school-based evaluations and private-agency educational evaluation (IEEs) written reports regarding the identification of children with specific learning disabilities (SLD). Analyses included determining the level of agreement between evaluations, and the procedures used to evaluate the special educational needs of the students assessed. Satisfactory agreement between evaluations was found when a broader spectrum of disability categories was compared, while less agreement was indicated when identifying SLD. The private agency used almost twice as many assessment tools than school-based evaluators to determine eligibility. The need for definitive assessment criteria, and the importance of collaboration among evaluators …
Best Practices For Inclusive Science Instruction, Lucinda S. Spaulding, Jenny Sue Flannagan
Best Practices For Inclusive Science Instruction, Lucinda S. Spaulding, Jenny Sue Flannagan
Faculty Publications and Presentations
The purpose of this session is to provide an overview of evidence based best practices for inclusive science instruction and to equip teachers with applicable strategies for scaffolding instruction and responding to learner needs based on research in special education and science instruction. As a result of this session, participants will learn strategies and methods for helping students learn to independently design experiments, use the scientific process, and develop critical thinking skills. There will also be an emphasis on effective co-teaching practices and employing instructional strategies for reinforcing skills and content knowledge across the curriculum, providing more time for instruction …
Factors Of Effective Teaming Of Special Education Paraprofessionals And Special Education Teachers., Heidi Zisla
Factors Of Effective Teaming Of Special Education Paraprofessionals And Special Education Teachers., Heidi Zisla
Theses and Graduate Projects
The purpose of this study is to identify the factors that lead to effective teaming of special education teachers and special education paraprofessionals. These teams face many challenges in teaming effectively. Teachers and paraprofessionals were surveyed and interviewed to gather their perspectives. Communication, clear roles and expectations, demonstrating appreciation and respect emerged as some of the main factors leading to effective special education teaming.
Cultural Responsiveness In The Special Education/Esl Department: Faculty Perceptions At Brigham Young University, Temma Jo Devereaux
Cultural Responsiveness In The Special Education/Esl Department: Faculty Perceptions At Brigham Young University, Temma Jo Devereaux
Theses and Dissertations
Faculty members from Brigham Young University's special education/ESL program participated in professional development centered on increasing multicultural competence. The primary investigator interviewed faculty members regarding their perceptions of professional development. After conducting the interviews, faculty members' feedback was coded to determine whether or not the professional development aided them in infusing more culturally sensitive practices into the curriculum and created a more sensitive learning environment for students from diverse backgrounds. Researchers also coded the faculty members' feedback to determine if faculty members felt they have changed at an individual/personal level in terms of how they view their own cultural background …
Institute Brief: Advancing Parent-Professional Leadership: Effective Strategies For Building The Capacity Of Parent Advisory Councils In Special Education, Heike Boeltzig, Matthew Kusminsky, Susan M. Foley, Richard Robison, Barbara Popper, Marilyn Gutierrez-Wilson
Institute Brief: Advancing Parent-Professional Leadership: Effective Strategies For Building The Capacity Of Parent Advisory Councils In Special Education, Heike Boeltzig, Matthew Kusminsky, Susan M. Foley, Richard Robison, Barbara Popper, Marilyn Gutierrez-Wilson
The Institute Brief Series, Institute for Community Inclusion
The Individuals with Disabilities Education Act, last amended in 2004 (IDEA 2004), encourages parents and educators to work collaboratively, emphasizing that as a team they are uniquely suited to make decisions that help improve the educational experiences and outcomes of children with disabilities. The Advancing Parent-Professional Leadership in Education (APPLE) Project was funded to develop the leadership skills of parents individually and within their communities. The project took place in Massachusetts, where school districts are required to have a special education parent advisory council (SEPAC).
Examining Teachers' Knowledge And Perceptions Of Response To Intervention, Ashley Elizabeth Moore Swigart
Examining Teachers' Knowledge And Perceptions Of Response To Intervention, Ashley Elizabeth Moore Swigart
Masters Theses & Specialist Projects
Response to Intervention (RTI) is a multi-step approach to providing interventions to students within general and special education. This study investigated the relationship between elementary, middle, and high school teachers’ perceptions of RTI and (a) whether they taught general versus special education, (b) grade level taught, (c) knowledge level of RTI, and (d) presence in a school implementing RTI and participation in the process. Understanding teachers’ perceptions is of particular importance to school psychologists and can be used to ensure that teachers participate fully in the RTI process. Participants were given a questionnaire to complete that assessed their perceptions and …
Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred
Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred
Early and Special Education Faculty Publications and Presentations
This article describes a promising model in comprehensive special education personnel preparation to support the recruitment and retention of special education teachers in rural areas. The approach draws on several bodies of research to include best practices for teacher education, online service delivery, collaboration among key stakeholders, and the development of strong mentoring and induction programs. The implementation plan, based on evidence-based practice in special education and online learning, is presented. A key element of this plan is developing and maintaining strong relationships among rural districts, the state department of education, and higher education.
Factors Of Effective Co-Teaching Between Special And General Educators, Jake Zisla
Factors Of Effective Co-Teaching Between Special And General Educators, Jake Zisla
Theses and Graduate Projects
The purpose of this study is to identify the factors that lead to effective co-teaching relationships between special and general educators. With an increasing focus on inclusion of students with special needs into the general curriculum, co-teaching provides special education teachers an opportunity to provide services within that general curriculum, while giving general educators necessary support. The sfudy was conducted in the form of an initial survey with seven participants, as well as four in-depth case studies of special and general educators currently in co-teaching relationships. The results were analyzed along three major theme areas: collaboration, roles and outcomes. Compatibility, …
Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred
Online Learning And Mentors: Addressing The Shortage Of Rural Special Educators Through Technology And Collaboration, Evelyn S. Johnson, Michael J. Humphrey, Keith W. Allred
Evelyn S. Johnson
This article describes a promising model in comprehensive special education personnel preparation to support the recruitment and retention of special education teachers in rural areas. The approach draws on several bodies of research to include best practices for teacher education, online service delivery, collaboration among key stakeholders, and the development of strong mentoring and induction programs. The implementation plan, based on evidence-based practice in special education and online learning, is presented. A key element of this plan is developing and maintaining strong relationships among rural districts, the state department of education, and higher education.
Virtual Coaching For Novice Teachers, Marcia L. Rock, Madeleine Gregg, Robert A. Gable, Naomi P. Zigmond
Virtual Coaching For Novice Teachers, Marcia L. Rock, Madeleine Gregg, Robert A. Gable, Naomi P. Zigmond
Communication Disorders & Special Education Faculty Publications
Virtual bug-in-the-ear technology presents one tool that allows practitioners and university educators can use to attract, prepare, and retain high-quality teachers. The experience of Project TEEACH based at the University of Alabama suggests that simple technology tools could be used effectively to support teachers through their most challenging instructional situations. Such coaching provides the kind of at-the-elbow support that can be most beneficial to young teachers.
Exploring The Effects Of Online Instruction On Reading Comprehension Achievement Of Students With Learning Disabilities, Nancy Shuman Fitzgerald
Exploring The Effects Of Online Instruction On Reading Comprehension Achievement Of Students With Learning Disabilities, Nancy Shuman Fitzgerald
UNLV Theses, Dissertations, Professional Papers, and Capstones
Two major pieces of legislation, the Individuals with Disabilities Education Act (2004) and No Child Left Behind (NCLB) (2001) mandate that students with disabilities be placed in the Least Restrictive Environment and have access to the general education curriculum. To provide access to the general education curriculum, inclusion in general education classes for students with disabilities has become the accepted practice. Many students with specific learning disabilities experience difficulties with the general education curriculum because their reading ability falls significantly below the school curriculum and textbook instructional levels (Deshler & Schumaker, 1993). The Word Identification Strategy (Lenz, Schumaker, Deshler, & …