Education Commons^™

Educator Preparedness To Leverage Assistive Technologies In The Classroom, Sean Masterman

Doctorate in Education

The fourth industrial revolution (4IR) is driving a compelling need for pedagogical change, yet there is disjuncture between the capacity of emerging technologies to address this need and their actual use in the American classroom. These technologies can enable personalization to meet each student’s individualized learning needs. Educator preparedness is the first step toward embracing and integrating the broad capabilities of emerging technologies to help build the future workforce. This qualitative, phenomenological case study assessed the preparedness of middle school general educators in two Minnesota school districts to leverage assistive technologies (ATs) to improve student learning from the perspective of …

Lived Experiences Of Primary And Secondary Teachers At One State-Approved Private Special Education School In Connecticut Regarding Disparities Among Racially And Ethnically Diverse Students In Special Education, Keumok Heo

Doctor of Education Program Dissertations

The problem explored in this qualitative phenomenological study was the need to understand the lived experiences of primary and secondary teachers at one state-approved private special education school in Connecticut regarding disparities among racially and ethnically diverse students with emotional or learning disorders in special education (Cavendish et al., 2018; Jackson et al., 2016; Leung, 2021; Lhamon et al., 2019; Skrtic et al., 2021). The purpose of this study was to explore the lived experiences of primary and secondary teachers at one state-approved private special education school in Connecticut regarding disparities among racially and ethnically diverse students with emotional or …

Special Education Teachers’ Emotional Well-Being And Work-Related Stressors In The School Environment, Mallory J. Laravie

Electronic Theses and Dissertations

There is little to no research regarding novice elementary special education teachers (SETs) and their emotional well-being while in the school environment. The goal of this work is to illuminate special education teacher’s voices missing in previous research. Additionally, this research examines the impact of work-related stressors on novice elementary SETs' emotional well-being in the school environment. The theoretical perspective of heuristics is used to illuminate a problem or answer a question about the lived experience of the researcher. Lazarus and Folkman’s (1984) transactional theory of stress and coping framework guided the research question development, data analysis, and presentation of …

An Examination Of Non-Core Teacher Training In Special Education, Courtney Farber

Culminating Experience Projects

Research has shown that many non-core educators such as art, music, and physical education educators may lack the training needed to properly service students with special needs in their classrooms. The undergraduate programs researched were found to only require one course about special education. This lack of training leaves educators unprepared and always wondering how to best teach students with special needs in their classrooms. The lack of educator training also means that students with special needs are not able to participate to their full ability within these classes. This project looks at the training received by educators, the different …

Paraprofessional Training Materials, Program Implementation & Review, Breann Brewer

All Graduate Reports and Creative Projects, Fall 2023 to Present

If ever you enter a special education classroom, you may encounter a few events. You may witness a classroom of impressive, almost automatic interactions, delivered in a way so eloquent that the students and staff seem to be in an effortless dance with one another. Or, you may witness a classroom that feels heavy with needs; needs of more staff, more help, more hands, and more time. This visual exercise demonstrates how the structure of a special education classroom sets the tone for student growth and success.

One pivotal part of a special education classroom is the paraeducators. Paraeducators, also …

The Other Fifty Percent: Expressions From Special Education Teachers About Why They Persist In The Profession, Laron A. Scott, Christine Powell, Lauren Bruno, Christopher J. Cormier, Kendra Hall, Old Dominion University, Joshua P. Taylor, Katherine Brendli

Excelsior: Leadership in Teaching and Learning

We examined reasons special educators are motivated to persist in the profession despite challenges that often lead to attrition for this group. Participants were 21 special education teachers with six or more years of teaching experience across multiple grade levels. Data were collected via the Zoom virtual meeting platform with four focus groups. Semi-structured interview techniques were used, and data were analyzed using deductive coding procedures. Participants shared external, employment, and personal factors associated with Billingsley’s (1993) career decision framework that influenced their persistence, such as supports from school administrators with expertise in special education law, passion for students and …

Exploring Public School K-12 Educators’ Experiences With The Special Education Eligibility Process For African American/Black And Hispanic/Latino Students In Rural Communities, Debra R. Gately

Doctor of Education Program Dissertations

Rural school districts often face unique challenges such as limited resources, attracting and retaining qualified teachers, and varied offerings of professional development opportunities and training. This study substantiated these challenges and revealed the challenges presented when educators do not consider the cultural and linguistic factors that exist among the student population when considering academic and behavioral interventions. This qualitative investigation explored how general education teachers in a public school district in the northeastern United States experienced the special education eligibility process for African American/Black and Hispanic/Latino students in a rural community. Guided by the theories of intersectionality and systems view …

The Ability Of Autism-Specific Professional Development And Years Of Experience To Predict Teacher Self-Efficacy For Those Working With Students On The Autism Spectrum, Kathleen M. Howard

Doctoral Dissertations and Projects

The purpose of this quantitative predictive correlation study was to examine teacher self-efficacy while working with students on the autism spectrum (ASD), as related to autism specific professional development and years of experience. Autism is being diagnosed at an exceptional rate, resulting in a greater emphasis being placed on educators to provide effective interventions, in both the general education and special education classrooms. Positive self-efficacy among teachers working with students on the autism spectrum is critical to improving educational outcomes for this unique population. A random sample of 73 teachers from six schools in a rural Virginia school district completed …

A Qualitative Descriptive Case Study Of Special Education Teachers' Experiences Utilizing Interactive Whiteboards For Students With Autism Spectrum Disorder In Elementary Self-Contained Classrooms, John P. Terrell

Doctoral Dissertations and Projects

The purpose of this qualitative descriptive case study was to describe the experiences of special education teachers who use Interactive Whiteboards (IWBs) to instruct students diagnosed with autism spectrum disorder (ASD) in elementary self-contained special education classrooms. The theoretical framework for this study includes the persuasive technology theory and the social learning theory. Ten special education teachers from two elementary schools in a suburb of north Georgia will be asked to participate in this study. Data collection included an individual interview, and participant letters, followed by a focus group. Data analysis consisted of categorical aggregation, development of naturalistic generalizations, and …

Revisiting Secondary Education Reform In China: Comparing The Perceptions Of Teachers And Students Between 2012 And 2022, Yixiang Jin, Yee Han Peter Joong, Rose Gibbs

Chinese/English Journal of Educational Measurement and Evaluation | 教育测量与评估双语期刊

This mixed methods study compares how secondary school teachers implemented Education Reform in China in 2012 and 2022. The survey asked how often a teaching or evaluation strategy was used. The conclusions of the current study indicate that even though teacher-directed lessons (teacher talk, questioning, and discussions) still dominated, sample teachers were able to use a variety of student-centered learning (SCL) methods (activities and group work) in accordance with the Reform initiatives. A significant obstacle for the reform remains high-stakes examinations, which rely heavily on rote memorization, rather than the creative application of knowledge.

Improving Fact Fluency For Students With Learning Disabilities, Carrie Wall

Master's Theses & Capstone Projects

The intent of this action research project was to assess the impact of fact fluency when implementing the Direct Instruction (DI) Flashcard intervention for students in special education using curriculum-based measurements. The participants were elementary students who all received specially designed instruction in the area of math due to their Individualized Education Programs (IEPs) in that area. In addition to the body of research in place regarding fact fluency and the DI Flashcard intervention, this study also took into account the students’ initial skill levels as outlined in their IEPs. The intervention occurred over three weeks in a special education …

Professional Learning For Paraprofessionals: A School Improvement Plan, Brooke Pfaltzgraff

Master's Theses & Capstone Projects

Dallas Center Elementary is a small kindergarten through fourth grade elementary school in the rural town of Dallas Center, Iowa, just outside of Des Moines. In the past, the school has had difficulty training and retaining paraprofessionals to ensure quality support for their special education students. A review of literature was conducted to determine implications for limited training, best practices, and benefits to training paraprofessionals. Feedback from current employees was also considered in designing this school improvement plan and professional learning calendar for the 2023-2024 school year. The professional learning for paraprofessionals will also support the building wide social emotional …

Preparing Aspiring Leaders To Address Special Education Needs In An Embedded Principal Residency Program: A Content Analysis, Dusty L. Palmer, Linnie Greenless, Fernando Valle, Cathy Palmer

School Leadership Review

This content analysis aims to investigate the effectiveness of a job-embedded principal residency program in addressing special education needs within schools. By analyzing various sources such as action plans, participant reflections, and student outcomes, this research seeks to provide insights into the impact of the program on improving special education practices, fostering inclusive environments, and enhancing overall student achievement. The findings of this study have the potential to inform principal preparation programs, school administrators, and educators about the benefits and challenges of implementing best practices to support support students with special education students.

A Transcendental Phenomenological Study Of What Schools Can Do To Retain Lumbee Indian Students With Disabilities Through High School To Graduation, Telisha Daniell Locklear

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to explore what schools can do to retain Lumbee Indian students with disabilities through high school to graduation. The theory guiding this phenomenological study was Maslow’s theory of human motivation. It relates to the motivation to satisfy a series of basic needs before individuals can meet their full potential. There were 12 special education teacher participants in this study who serve Lumbee Indian students. Data were collected through participant interviews, open letters, and focus groups. Data were analyzed thematically using the Van Kaam methodology. Five major themes emerged from the analyzed data. …

Teachers’ Experiences With Providing Multi-Tiered Student Support For Students With Borderline Intellectual Functioning: A Qualitative Case Study, Teresa Davis Kelso

Doctoral Dissertations and Projects

The purpose of this qualitative case study is to understand the obstacles that rural public school teachers encounter while delivering Multi-Tiered Student Support interventions for students with borderline intellectual functioning. The central question guiding this study was: What are the experiences of rural South Carolina public school teachers tasked with providing Tier III interventions for students with borderline intellectual functioning? The theory guiding this study was Bandera’s self-efficacy theory in that teachers are more effective when they are confident in their ability to use appropriate strategies and materials. The setting for the qualitative study was in a small rural district …

What Brings Bipoc Preservice Special Educators To The Field Of Education?, Charly Mcallister Taylor

Theses and Dissertations

BIPOC special educators are a needed profession throughout the country. The listener's guide was used to determine how 30 BIPOC special educators identified themselves in application essays to a special education teacher program. The essays were then used to determine common themes in BIPOC students' decision to become a special educator. These common themes were found throughout specific moments of someone's life. These moments are referred to as plotlines. These plotlines were broken down into categories: prior to elementary school, elementary school, junior high/middle school, high school, and post high school. It was found that during the elementary school plotline, …

The Impact Of Special Education Status And Text-To-Speech On Test-Taker Engagement, Maura O'Riordan

Doctoral Dissertations

If a student is not engaged during a test, their test score will not be an accurate representation of what they are capable of. This is a concern because of the possible negative impact on the validity of test score interpretations and decisions being made based on such test scores that are not in the best interest of the student. If this is negatively impacting an entire subgroup of students, such as special education students, differentially, there may be larger-scale impact. To date, limited research has examined the relationship between test-taker engagement and special education status. The purpose of this …

Using Graphic Novels To Teach Economics Content To High School Students With Extensive Support Needs., Caroline Mae Fitchett

Electronic Theses and Dissertations

The purpose of social studies instruction in school is to facilitate the growth of competent citizens (National Council for the Social Studies [NCSS], 2013). Despite the recognized benefit of social studies instruction, emphasis on this subject has decreased over time, and has ultimately been termed a “dispensable subject” (Fitchett & Haefner, 2010). Social studies is an even more marginalized subject area for students with disabilities (Zakas et al., 2013). Expanding the research in this area is not only necessary to improving social studies academic content acquisition but is also likely to facilitate greater independence for students post-school – and by …

Describing The Lived Experiences Of K-12 Teachers Addressing The Unique Needs Of Black And Marginalized Twice-Exceptional Students: A Transcendental Phenomenological Study, Toyka-Eve Whitley

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe the lived experiences of K-12 teachers addressing the unique needs of Black and marginalized twice-exceptional students in the United States. At this stage in the research, Black and marginalized twice-exceptional (2e) students are minority students that are gifted students that have a disability. The theory guiding this study was the teacher expectancy theory. This study was a transcendental phenomenological study. The study took place in the United States. Pseudonyms were used to protect the identities of the participants. The central research question asked, what are the lived experiences of teachers addressing …

Improving Outcomes For Older Struggling Readers In Special Education Resource, Kathryn Stone

Education Theses and Dissertations

This research aimed to increase the reading achievement of sixth-grade special education students receiving interventions in a resource setting. This problem of practice was created in response to the theory of change made by a Network Improvement Community (NIC) rooted in the lack of professional development offered by the school district for special education teachers in teaching students foundational reading skills. The research questions used for this study this evaluation were 1) What percent of students made progress in each reporting category (word study, grammar, and comprehension) in the Lexia PowerUp literacy program? 2) To what extent did the teachers …

Severe Special Need Student Inclusion In The Classroom, Samantha Thompson

Master's Theses & Capstone Projects

This school improvement plan focuses on enhancing student inclusion within the general education environment. With inclusion being a pivotal topic in educational settings, this study aims to explore and elucidate its significance. The project encompasses a comprehensive investigation of the issue, examining aspects such as leadership support, differentiated instruction, and the practical implementation of inclusion in the general education setting. Emphasizing the vital role of inclusion in fostering student success, particularly within the inclusive environment, this research advocates for the integration of students with diverse abilities in the general education setting to sustain their social and academic growth. The findings …

K-12 Principals And Special Education: A Study Of Mississippi Principals’ Knowledge Of Special Education Policies And Procedures, Jodi Cameron-Polk

Dissertations

This study sought to assess the knowledge of Mississippi K-12 public school principals and assistant principals in special education law, policies, and procedures concerning the six principles (i.e., zero reject, non-discriminatory evaluation, least restrictive environment, free appropriate public education, due process, and parent participation) of the Individuals with Disabilities Education Improvement Act of 2004. This study also sought to establish by which method (i.e., university coursework, administrative trainings, on-the-job experiences, self-taught research, or did not learn this) they acquired their knowledge of special education law, policies, and procedures. The researcher adapted Jesteadt’s survey tool to ascertain participants’ special education teaching …

Intersection Between Special Education And The Juvenile Justice System: An Exploration Of Legal Compliance, Transition Services, And Recidivism, Katherine Kolody

M.Ed. Literature Reviews

This paper explores the intersection between special education and juvenile justice. Specifically, it looks at the legal authority compliance in juvenile justice facilities, the transition services for juveniles once they return to school, and the recidivism rates of juveniles who have been in the system. It seeks to answer whether the current approaches to these legal issues are valid, or whether there are better or different approaches that might yield preferable results.

Inclusionary Practices For Elementary Students With Disabilities, Caroline Brandau

M.Ed. Literature Reviews

This research explores inclusionary practices for elementary-aged students with individualized education plans (IEP) for special education. Three themes were identified: academic achievement through push-in services, secondary benefits of special education services in the general education setting, and power dynamics of stakeholders of inclusion. The paper goes on to examine how practices at Western Washington School District could be aligned with research and then explores implications for future research and transform practice. The paper concludes with a call to action and a positive outlook for the future of special education.

Interprofessional Practice Aligns With New California Teacher Performance Expectations For Students With Complex Communication Needs, Kai J. Greene, M.C. Kate Esposito

The Journal of Special Education Apprenticeship

Educators are bound to encounter students with a broad range of speech-language and communication needs in their respective classrooms. According to federal mandates, current and future teachers are required to implement inclusive practices, which involves providing access to communication for all students. This practitioner-focused article shares an interprofessional practice collaborative project developed between a university teacher preparation program and the speech-language pathology division of a large urban school district. As part of a requisite credential course on language development and early literacy skills, pre-candidate students in the education specialist credential program complete a course assignment led by a school-based speech-language …

Creativity In The Virtual Classroom: Engaging Online Special Education Teacher Candidates In Their Own Learning, Rob Shauger, Kathleen A. Boothe, Marla J. Lohmann

The Journal of Special Education Apprenticeship

According to the National Center for Education Statistics (2022), the number of college students enrolled in at least one online course was approximately 11 million during the 2021-2022 school year. Knowing that institutes of higher education (IHEs) are responsible for teaching students who are primarily online learners, special education teacher preparation programs at IHEs need to change their focus on how to meet these online learners' needs. There is plentiful research on what faculty should include in their online classes, but finding specific strategies and activities that engage students in their own learning can be challenging. This article provides teacher …

Ready Or Not, Here We Go! Preparing For The Education Specialist Teaching Performance Assessment, Rosalinda J. Larios, Calli Lewis Chiu, Rohanna Ylagan-Nicanor

The Journal of Special Education Apprenticeship

In the state of California, the Education Specialist Teaching Performance Assessment (EdSp TPAs) is the latest accountability measure to be required of aspiring education specialists. Existing literature has been overwhelmingly critical of the TPAs (Dover, 2022; Valdez et al., 2020). And now, in the dawn of the EdSp TPAs, there must be a candid conversation about preparing candidates sufficiently for the TPAs in order to avoid exacerbating the field that is struggling to recruit teachers. This article discusses three significant obstacles in preparing candidates for the assessment: challenges associated with identifying focus students, insufficient preparation among mentor teachers, and program …

Disparities In Behavioral Expectations For Elementary Students With Emotional Behavioral Disorders Compared To Their Classmates, Justine Lee

Culminating Projects in Special Education

Educators often view students with emotional and behavioral disorders as students who cause disruption, require generous amounts of energy, and are overall taxing on classroom management and instruction. The perception of effort that EBD students require and their potential achievement, downplays the true potential of the individual. The main focus of this paper was to examine the disparities in behavioral expectations for students with emotional behavioral disorders in comparison to their classmates.

Twice-Exceptional Autism And Home Education: A Phenomenological Analysis, Tiffany Brook Hartman

Doctoral Dissertations and Projects

It is common for autistic and particularly twice-exceptional (2e) children to be schooled from home at a higher rate than their neurotypical peers. Much of the current research investigating this phenomenon is conducted from the perspective of the public school system. This point of view is generally critical of the curriculum taught in the home, has largely limited parental voices in the literature, and overlooks possible circumstances in the public school system that might have led families to choose to homeschool. This qualitative analysis conducted open-ended interviews of parents with twice-exceptional autistic children who have home-educated or currently educate their …

Improving Collaboration With Culturally And Linguistically Diverse Parents Of Students With Extensive Support Needs, Isabel Yates

Education | Master's Theses

The purpose of this research is to understand how to improve collaboration between schools and culturally and linguistically diverse parents of students with extensive support needs who receive special education services. Previous research defined collaboration as a conceptual construct in which principles of shared respect and responsibility are applied to practice (Emmons & Zager, 2018). The collaboration between families and schools is legally mandated but not explicitly explained to teachers or parents how to succeed in engaging respectfully with all families (Cheatham & Lim-Mullins, 2018). The increased complication of supporting nondominant, culturally and linguistically diverse families in addition to the …