Education Commons^™

Special Educators’ Experiences With Professional Development And Implementation Support In Using Digital Social Stories For Students With Autism, Simbi Mignon Animashaun

Walden Dissertations and Doctoral Studies

Students with autism need social skills to succeed academically, which can be fostered with the use of digital social stories (DSSs). While many special educators are expected to use DSSs to teach social skills because of increased elementary autism diagnoses, a significant number of DSS users are unprepared. The problem addressed in this qualitative project study was that special educators were not receiving adequate professional development and implementation support to use DSSs to teach autism-related social skills. The purpose of this research was to explore the special educators’ experiences with professional development and implementation support. The concerns-based adoption model and …

Special Educators’ Experiences With Professional Development And Implementation Support In Using Digital Social Stories For Students With Autism, Simbi Mignon Animashaun

Walden Dissertations and Doctoral Studies

Students with autism need social skills to succeed academically, which can be fostered with the use of digital social stories (DSSs). While many special educators are expected to use DSSs to teach social skills because of increased elementary autism diagnoses, a significant number of DSS users are unprepared. The problem addressed in this qualitative project study was that special educators were not receiving adequate professional development and implementation support to use DSSs to teach autism-related social skills. The purpose of this research was to explore the special educators’ experiences with professional development and implementation support. The concerns-based adoption model and …

Speech-Language Pathologists’ Thoughts About Emotion Regulation Therapy To Improve Students’ Employability, Phyllis R. Scott

Walden Dissertations and Doctoral Studies

AbstractHigh school graduates with language deficits often have poor emotion regulation (ER), enter the workforce unprepared to meet the emotional demands, and experience workforce outcomes that lead to a poor quality of life. Speech-language pathologists (SLPs) teach ER, but little is known about ER-targeted speech-language therapy (ERSLT) for high schoolers with mild-to-moderate language impairments and ER deficits (MMLI/ER). This study was designed to explore SLPs’ views and decisions about providing ER-SLT to improve career readiness and employability for students with MMLI/ER. Several studies, the evidence-based practice (EBP) model, and a thematic analysis approach informed this integrative interpretive description design and …

Exploring How Special Education Teachers Use Interactive Whiteboard Technology In Self-Contained Classrooms, Suzanne Walshe

Walden Dissertations and Doctoral Studies

Researchers have indicated special education students tend to be motivated by working with interactive whiteboard (IWB) technology; however, few researchers have examined how this technology is used in adaptive classrooms. Many high school teachers have not been able to use IWB technology to create student-centered learning experiences for special education students. The purpose of this exploratory case study was to examine how high school special education teachers use IWB technology to instruct students with moderate to profound disabilities. The constructivist theories of learning provided a conceptual framework for this study. The research questions addressed high school teachers’ observed and reported …

Examining Teachers’ School Wide Positive Behavioral Interventions And Support Practices To Improve The Behaviors Of Students With Disabilities, Lolita Michele Owens

Walden Dissertations and Doctoral Studies

AbstractThe problem at a high school in the southeastern United States is that students with disabilities struggle to demonstrate appropriate behaviors despite the implementation of School-Wide Positive Behavioral Intervention and Supports (SWPBIS). Current research findings have suggested that although SWPBIS includes strategies for students with disabilities, the behaviors of students with learning disabilities have not improved during SWPBIS implementation. There was a need to explore teachers’ implementation of SWPBIS for students with learning disabilities. In this basic qualitative study, how teachers at the research site high school were implementing SWPBIS for students with learning disabilities toward improving maladaptive behaviors was …

General Education Teachers' Self-Efficacy Perceptions Of Teaching Students With Disabilities, Hester Jackson Mallory

Walden Dissertations and Doctoral Studies

Over recent decades, a challenge faced in public schools in the United States is the appropriate education of students with disabilities (SWDs) in inclusive classrooms. The problem this study addressed is that, despite the implementation of inclusive practices, SWDs in a small rural school district in Virginia have low achievement rates. The purpose of this basic qualitative study was to examine general education teachers’ self-efficacy perceptions, exploring the relationship between lived experiences with SWDs and their professional practices. The conceptual framework for this study was built upon Bandura’s self-efficacy and social cognitive theories. The research questions centered on how the …

Adults With Asd Perceptions Of Inclusion Education, Susan Mary Weiss

Walden Dissertations and Doctoral Studies

AbstractAdults with ASD Perceptions of Inclusion Education by Susan M. Weiss

MA, Adelphi University, 1989BS, Hofstra University, 1987

Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Education Special Education

Walden UniversityFebruary 2021

AbstractThe perspectives and experiences of adults with autism spectrum disorder (ASD) are not included in the body of educational research on inclusion education. Because students with ASD are academically capable, they are placed in inclusive education environments. The perspectives of adults with ASD about their inclusion experiences could offer valuable information to educational practitioners and parents of students with ASD. Using …

Special Education Teachers' Experiences Integrating Mobile Devices In Their Classroom, Regina Malz

Walden Dissertations and Doctoral Studies

The problem for this study is the increasing number of students identified as special need learners in U.S. schools and the critical need to prepare them for success in the 21st century workplace. The purpose of this study was to examine the experiences of special education teachers while they integrate mobile tablets into the classroom. The conceptual framework was based on constructivism, andragogy, experiential learning models and Roger’s diffusion of innovation. The research questions focused on understanding the experiences of special education teachers during their implementation of mobile tablets. This study was a qualitative multiple case study involving the interview …

Parental Perceptions Of Mobile Device Learning For Students In Special Education, Persjha T. Conry

Walden Dissertations and Doctoral Studies

The purpose of this generic qualitative study was to explore parents’ perceptions of the use of mobile devices as tools for learning for their children in special education settings. Research literature on mobile-device use in special education indicates that little is known regarding parents’ perception of mlearning. While studies provided information on teachers’ perspectives of mlearning in their special education classrooms, parents’ perspectives on mlearning to support their children’s needs remained unexplored. The conceptual frameworks used included Rogers’s diffusion of innovation theory and Hoover-Dempsey and Sandler’s theory of parental involvement. Individual semistructured interviews of eight parents of elementary students in …

Teachers' Perceptions Of Teaching In An Inclusive Classroom, Maya Johnstone

Walden Dissertations and Doctoral Studies

Classroom teachers often experience feelings of ineffectiveness and struggle to meet the needs of students in the inclusion classroom setting within the local school district. Guided by Bandura’s self-efficacy theory, the purpose of this qualitative case study was to investigate elementary teachers’ perceptions of their confidence to teach in the inclusive classroom. Semistructured interviews with a purposeful sample of 7 elementary inclusion teachers (3 general education teachers; 4 special education teachers) from the local district were conducted. Data analysis using open and axial coding revealed 7 emergent themes: (a) need for inclusion-specific professional development and training on differentiated instruction, (b) …

The Collaboration Experiences Of Elementary School Intervention Specialists In Inclusive Classroom Settings, Donisha Noel Bailey

Walden Dissertations and Doctoral Studies

Collaboration is one of the most significant components of inclusive education, according to professional literature. The purpose of this study was to understand the perceptions of intervention specialists in terms of collaboration with general education teachers in elementary school inclusive classrooms and administrative support of collaboration. The collaboration and the community of practice theories were used for the conceptual framework in this study to understand how collaboration is an ongoing interaction between people to achieve a common goal. Research questions were designed to understand the perceptions of intervention specialists who work in inclusive classrooms regarding collaboration and administrative support by …

Eighth-Grade Teachers' And Students' Experiences With Ipads In Math Inclusion Classes, Sitembiso Maduma Ncube

Walden Dissertations and Doctoral Studies

Although educators have embraced technology in mathematics inclusion classrooms, students with math learning disabilities (MLD) still have anxiety and negative attitudes about mathematics and score lower than their counterparts. The purpose of this qualitative single case study was to investigate and describe the experiences of middle school 8th grade inclusion iPad math app users. The technological pedagogical content knowledge model, the universal design for learning model, and the experiential learning theory provided the conceptual framework of technology integration. The research questions addressed the experiences of middle school inclusion teachers and students with MLD regarding iPad use in a Common Core …

Coteachers' Perceptions About Collaborating To Implement Instructional Strategies For Students With Disabilities, Claudia B. Morris

Walden Dissertations and Doctoral Studies

During 2012-2016, students with disabilities (SWDs) in Grades 3-5 in an urban elementary school in New York City did not meet the New York State English Language Arts (ELA) standards. The scores had been consistently low for SWDs when compared to their nondisabled peers. SWDs are placed in the inclusion classrooms with an Individual Education Plan that consists of the necessary accommodations that each student requires to access the general education curriculum. The purpose of this case study was to determine if the low ELA test scores for SWDs relate to lack of collaborative practices between coteachers in the inclusion …

Effect Of Professional Development On Achievement Of Fourth Grade Emotionally Distirbed Students, Willette Jones

Walden Dissertations and Doctoral Studies

Abstract

This study investigated the low literacy and math achievement of 4th grade students with emotional disturbances (ED) in an urban school district in Pennsylvania. Researchers have speculated that teachers possess limited knowledge of the behavioral health needs of students with ED needed to support their behavior and achievement. Therefore, this study was conducted to assess the effect of behavioral health professional development (BHPD) on the Pennsylvania School System of Assessment (PSSA) achievement of 4th grade students with ED. The theoretical framework of this study was Dewey's educational philosophy, which focused on educating the whole child. This study used a …

Understanding The Perceptions Of High School Dropouts With Disabilities In The Commonwealth Of The Northern Mariana Islands, Yvonne R. Pangelinan

Walden Dissertations and Doctoral Studies

Over the last 5 years, high school students with disabilities in the Commonwealth of the Northern Mariana Islands (CNMI) have experienced a higher rate of dropout compared to their peers, adding to an ever-widening gap in learning and graduation rates. The rationale for this study was the growing numbers of dropouts among students with disabilities that contribute to high rates of poor performing schools and create a burden on the local and federal government as the CNMI employment rates decline and reliance on the U.S. government for support increases. The purpose of this study was to understand the experiences of …

Parental Involvement In Individual Education Plan Development For Students With Significant Intellectual Disabilities, Tanya A. Dodge

Walden Dissertations and Doctoral Studies

Research indicates a connection between successful outcomes for students with significant intellectual disabilities and the individual education program (IEP) team's efforts in the IEP development process. However, little research has been conducted on the perceptions of parents and teachers of students with significant disabilities about parent participation in the IEP development process. Therefore, the purpose of this phenomenological study was to explore parent and teacher perceptions of parent participation in the IEP development process. The conceptual framework of this study was ecological design theory, based on Bronfenbrenner's theory of human development and Neal and Neal's theory of networked systems. Participants …

Elementary Principals' Perceptions Of Special Education Teachers' Performance Evaluation Process, Nafees H. Rasul

Walden Dissertations and Doctoral Studies

Evidence suggests that current special education teacher evaluation systems may not accurately reflect these teachers' unique duties and responsibilities. In a Midwestern, urban school district, the teacher evaluation system was not adequately aligned with the performance expectations of special education teachers. Guided by Danielson's framework for teaching, this qualitative case study explored elementary school principals' perceptions of teacher evaluation approaches, perceived effectiveness of these approaches, applications of key indicators of teaching quality, and barriers preventing accurate evaluations of special education teachers' performance. An online survey comprised of closed- and open-ended questions was distributed to 445 principals in the district with …

Teachers' And Parents' Perceptions Of Special Education Referral For African American Students, Darlene Smith

Walden Dissertations and Doctoral Studies

Patterns of representation of African Americans in K-12 special education programs vary across the United States. A school district in Arizona has a 13% African American population, yet the African American special education representation is 17%. The purpose of this grounded theory study was to generate an understanding of the processes related to special education referral and assignment of African American elementary students as perceived by 7 teachers and 6 parents in the school district. Inductive analysis including open, axial, and selective coding led to the categorization of three themes: complexity in the referral process, inadequate teacher-parent communication and lack …

Increasing Inclusive Students' Achievement Through Use Of Usatestprep's Integrated Learning Systems, Roslynn Darnell Elom

Walden Dissertations and Doctoral Studies

Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high school educators and administrators toward ILS use. The study was grounded in Ely's conditions of change theory. Research questions focused on educators' perceptions of barriers toward implementation of an ILS in the classroom. Participants included 8 inclusive secondary school teachers and 2 local administrators in a rural school system in …

Examining Adolescent Student Photography And Related Processes To Inform Day Treatment School Curricula And Behavioral Interventions, Jason Edward Gorbel

Walden Dissertations and Doctoral Studies

Adolescent students with psychiatric disorders who are educated in day treatment school classrooms manifest cognitive limitations, maladaptive behaviors, and social functioning deficits that often lead to academic failure, impeding their productivity when they become adults and causing them to run afoul of the criminal justice system. Informed by their students' interests and perspectives, day treatment schoolteachers can individualize existing curricular and behavioral interventions, or develop alternatives so that unwanted classroom behaviors decrease and academic performance improves. This qualitative case study used Roland Barthes' (1981, 1985) theory of semiotics as a conceptual framework for answering how an analysis of photographs taken …

Paraprofessional Implementation Of Evidence-Based Practices For Special Education Students, Esther Bubb-Mckinnie

Walden Dissertations and Doctoral Studies

Paraprofessionals often constitute the primary support system for special education students and are core members of special education instructional teams. Therefore, the Individuals With Disabilities Education Act requires that paraprofessionals receive adequate training, including training in evidence-based practices (EBP). However, paraprofessionals often do not obtain the training and professional development they need to become qualified. The unpreparedness of paraprofessionals may lead to discouraging student outcomes. Informed by social constructivism, the purpose of this exploratory case study was to understand the perspectives of 6 special education administrators, 5 special education teachers, and 1 special education paraprofessional on paraprofessionals' implementation of EBP …

Teachers' Perceptions About Addressing Literacy For Students With Vision Impairment, Samantha Washington

Walden Dissertations and Doctoral Studies

Regular education teachers are sometimes at a disadvantage when required to instruct learners with a visual impairment or other special needs in the classroom. A problem exists with reduced support and training for regular education teachers responsible for meeting literacy needs of students with visual impairment. The purpose of this qualitative interpretive case study was to explore regular education instructors' perceptions of their self-efficacy and ability to modify literature for learners with visual impairment. The research questions targeted this purpose, specifically in the areas of training opportunities and technology use. The social cognitive theory, a model emphasizing learning occurring through …

An Interpretive Phenomenological Investigation Of The Meaning Of Job Satisfaction Among Veteran Special Educators, Raeann Barnes

Walden Dissertations and Doctoral Studies

The attrition rate among special education teachers is ranked among the highest in the education profession. Retaining teachers early in their careers continues to be a concern due to increased job responsibilities, larger caseloads, challenging student behaviors, minimal support from colleagues, increased paperwork, and diminishing resources. The purpose of this phenomenological study was to examine the meaning of satisfaction special education teachers made of their careers. The transactional model developed by Lazarus and Folkman (1984) can help to explain how the occurrence of stressful events can impact an individual. A purposive sample of 9 tenured, certified special education teachers currently …

Elementary Coteachers' Understanding About Differentiated Instructional Practices For Students With Disabilities, Betty Smith King

Walden Dissertations and Doctoral Studies

Despite a rural Georgia school district's effort to increase the academic performance of all students, the achievement gap persists between general education and special education students. The purpose of the study was to explore what factors hindered coteachers from consistently applying differentiated instruction in elementary inclusion classrooms. The conceptual framework for the study emanated from Vygotsky's social development theory as it related to teachers learning from each other through professional collaboration. The research questions explored coteachers' perceptions about differentiated instruction for students with disabilities. Using a case study methodology and purposeful sampling of 6 general education and 6 special education …

Teachers' Perceptions Of The Impact Of Standardized Testing And Remediation On Students With Disabilities, Janie M. Mora

Walden Dissertations and Doctoral Studies

At ABCD High School, students with disabilities (SWDs) pass state-mandated English High School Assessments (HSA) at a lower rate than do their nondisabled peers, even with remediation. The purpose of this study was to investigate teachers' perceptions of appropriate remediation for preparing SWDs for the English HSA. The theoretical foundation for the study was based on social constructivism with an emphasis on individual experiences. The 3 key research questions investigated how teachers perceive their role in the delivery of remediation, how they describe the remediation program, and what factors they say influence their ability to remediate SWDs effectively. Data were …

Transition Programming For Students With Learning Disabilities From High School To College, Christine H. Georgallis

Walden Dissertations and Doctoral Studies

Researchers have shown the importance of effective transition services for students with learning disabilities entering college. Few studies, however, have explored the perceptions of students with learning disabilities going through the transition process while pursuing postsecondary options. To address that gap, this study analyzed how students with learning disabilities perceive the effectiveness of their secondary transition services and preparedness for college. The conceptual framework was based on Rogers's theories of learning, which suggest learning includes feelings and emotions as well as cognitive development. Education should promote the type of learning that leads to this personal growth and development. A phenomenological …

Stress Levels Of Parents Of Homeschooled Versus Public-Schooled Special Needs Children, Lorrance Ann Wehrmann

Walden Dissertations and Doctoral Studies

Although all families in the United States experience stress, families of children with special needs frequently experience prolonged periods of stress. Prolonged exposure to stressful circumstances increases their vulnerability to financial, physical, and social strain. With the continuing increase in the prevalence of children who have special needs, it is vital to examine the efficacy of different educational approaches on parental stress. It is unclear whether there are differences in stress levels for families of homeschooled versus public-schooled children with special needs. Using the family adjustment and adaptation response model, the purpose of this quantitative, ex post facto study was …

Classroom Management Practices For Male African American Students With Behavioral Disorders, Jamie Helton Hubbard

Walden Dissertations and Doctoral Studies

Male African American students with disabilities in a South Carolina school district have received a greater proportion of discipline referrals and exclusionary consequences than have other demographic groups. The purpose of this sequential mixed methods study was to explore classroom management strategies that may reduce this disproportionality. The conceptual framework was Skinner's applied behavior theory, which states that to change behavior, the environment must be changed. The qualitative guiding question investigated teacher beliefs about best classroom management practices. The quantitative research questions were intended to provide a description of discipline preferences. Quantitative data were collected through the Behavior and Instructional …

Impact Of Professional Learning Community On Coteaching, Lalita Karpen

Walden Dissertations and Doctoral Studies

A professional learning community (PLC) is designed to increase pedagogical knowledge and encourage collaboration amongst teachers. Many schools are using a variety of PLCs to increase collaboration and improve teaching and learning. The study school implemented a PLC, but collaboration and effective coteaching practice have not improved. Guided by social constructivism and social cognitive learning theories, the goal of this research was to explore coteachers' perceptions, attitudes, and beliefs about the overall effectiveness of the PLC coteaching model to improve instructional strategies. A qualitative case study with semistructured interviews to collect data and a narrative analysis for reporting was utilized. …

Raising Texas State Biology Exam Achievement Scores For Students With Disabilities, Nancy Kay Larkin

Walden Dissertations and Doctoral Studies

The No Child Left Behind Act changed the way educators taught students with disabilities (SWD), as this population has now become part of all districts' annual yearly progress. The problem this qualitative study addressed was that many biology teachers in a Texas suburban district were not effectively implementing evidence-based strategies for SWD. The study's conceptual foundation was based on Vygotsky's cognitive development theory that students achieve at higher levels when working in their zone of proximal development with support from peers or adults. The guiding question was intended to determine what strategies biology teachers were using to provide this support …