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Full-Text Articles in Education

The Impact Of Explicit Social Skills Instruction And Increased Play In A Kindergarten Special Education Classroom, Samantha Klaren May 2019

The Impact Of Explicit Social Skills Instruction And Increased Play In A Kindergarten Special Education Classroom, Samantha Klaren

Master's Theses & Capstone Projects

The purpose of this action research project is to determine the impact of explicit social skills instruction and an increased amount of play in a kindergarten special education classroom. Data was collected to determine the effect that this intervention had on students’ behavior and academic progress. Data was collected through student referral data and Individualized Education Plan progress monitoring data. Analysis of the data collected suggested that this explicit social skills instruction and increase in play had a positive impact on student behavior in the school setting.


Benefits Of Modifications And Accommodations Training, Brandie J. Malm May 2019

Benefits Of Modifications And Accommodations Training, Brandie J. Malm

Master's Theses & Capstone Projects

The purpose of this action research project was to determine the relationship between modifications and accommodations training for school staff and the academic experience of special education students. Participants were three special education students in a public, inclusive, elementary school setting. Data was collected through I-Ready reading and math testing in August and December of this school year and compared to the same data from the previous year. The research question guiding this study was, would special education student’s educational experience improve when the special education teacher provides a comprehensive modifications and accommodations training for general education teachers and ...


Data Needs For Children With Special Needs In Refugee Populations, Serra Acar, Ozden Pinar-Irmak, Staci B. Martin Apr 2019

Data Needs For Children With Special Needs In Refugee Populations, Serra Acar, Ozden Pinar-Irmak, Staci B. Martin

Social Work Faculty Publications and Presentations

This article examines the challenges that affect the identification and assessment of refugee children with special needs in Turkey and provides recommendations related to data collection and assessment of these learners that is broadly relevant in refugee settings.


Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane Jan 2019

Understanding Racial Inequity In School Discipline Across The Richmond Region, Genevieve Siegel-Hawley, Adai Tefera, David Naff, Ashlee Lester, Jesse Senechal, Rachel Levy, Virginia Palencia, Mitchell Parry, Morgan Debusk-Lane

MERC Publications

This report comes from the MERC Achieving Racial Equity in School Disciplinary Policies and Practices study. Launched in the spring of 2015, the purpose of this mixed- method study was to understand the factors related to disproportionate school discipline outcomes in MERC division schools. The study had two phases. Phase one (quantitative) used primary and secondary data to explore racial disparities in school discipline in the MERC region as well as discipline programs schools use to address them. Phase two (qualitative) explored the implementation of discipline programs in three MERC region schools, as well as educator and student perceptions of ...


The Effects Of Teacher Demographics, Self-Efficacy, And Student Gender On Behavioral Referrals, Morgan E. Hestand Jul 2018

The Effects Of Teacher Demographics, Self-Efficacy, And Student Gender On Behavioral Referrals, Morgan E. Hestand

Masters Theses & Specialist Projects

The current study examined the most common reason for behavioral referrals and the effects of student gender, teacher age, teacher experience, and school setting on reasons for behavioral referrals to the schools intervention team or the Individual Education Plan (IEP) team. Additionally, it examined the self-efficacy of teachers and compared the self-perceptions of teaching general education students with behavior problems with perceptions of teaching students identified as having an Emotional Disturbance (ED). Participants included 179 general education teachers, grades K-12, from the state of Kentucky and additional teachers recruited from Facebook from across the U.S. Participants completed a survey ...


“Indefensible, Illogical, And Unsupported”; Countering Deficit Mythologies About The Potential Of Students With Learning Disabilities In Mathematics, Rachel Lambert May 2018

“Indefensible, Illogical, And Unsupported”; Countering Deficit Mythologies About The Potential Of Students With Learning Disabilities In Mathematics, Rachel Lambert

Education Faculty Articles and Research

This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their own mathematical strategies and do not benefit from engaging with multiple strategies. In this paper, I will describe how these myths have developed, and identify research that counters these myths. I argue that these myths are the unintended consequences of deficit constructions of students with Learning Disabilities in educational research. Using neurodiversity to ...


Preservice Teachers' Referral Of Students For Special Education, Annie Maclachlan Apr 2018

Preservice Teachers' Referral Of Students For Special Education, Annie Maclachlan

Honors Scholar Theses

The purpose of this study was to understand which students teachers nominate for special education services, and what student qualities influence the nomination. Specifically, in this study, we investigated whether a student’s ethnicity and classroom behavior influence his or her nomination for special education. We created six profiles in which we varied ethnic names and classroom behaviors, and asked juniors and seniors in a selected teacher preparation program to evaluate the profile they were given. They were then asked to indicate whether or not they would refer their given hypothetical student for special education services, and to provide justification ...


A Causal-Comparative Study Of Student Teachers' Skill In Classroom And Behavior Management, Laura Heitritter Apr 2018

A Causal-Comparative Study Of Student Teachers' Skill In Classroom And Behavior Management, Laura Heitritter

Doctoral Dissertations and Projects

Because many new teachers leave the field within the first five years of their first teaching job, a looming teacher shortage calls for further examination. An often-cited reason is new teachers’ perception of unpreparedness for handling classroom and behavior management tasks; thus, teacher preparation programs are under national pressure to design programs that produce well-prepared, effective teachers. The purpose of this study was to examine whether there was a difference in the classroom management performance of student teachers who are earning only a general education teacher license and those who are earning dual licensure in general and special education. The ...


Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang Jan 2018

Examining The Variability In General Education Placements For Students With Intellectual Disability, Meghan Cosier, Julia M. White, Qiu Wang

Education Faculty Articles and Research

Despite the overwhelming body of research suggesting that students with intellectual disability benefit from access to general education placements, students with intellectual disability continue to be educated primarily in segregated settings. Furthermore, the percentage of students with intellectual disability included in general education classrooms varies greatly among and within states across the United States. In an effort to explore such variability in New York State, we examined trends in general education placement rates of students with intellectual disability across districts and possible predictors of placement in regular classes. Results suggest that although descriptive patterns of placement exist, a more definitive ...


Environmental Modification And Teacher Mediation: Impact On The Literacy Behaviors Of Preschoolers With Special Needs, Aaron R. Deris, Cynthia Dicarlo, Dana Wagner, Kellie Krick-Oborn Nov 2017

Environmental Modification And Teacher Mediation: Impact On The Literacy Behaviors Of Preschoolers With Special Needs, Aaron R. Deris, Cynthia Dicarlo, Dana Wagner, Kellie Krick-Oborn

Special Education Department Faculty Publications

The purpose of this study was to investigate the impact of modifications to the environment and a teacher mediated intervention in regard to the early literacy behaviors of preschoolers receiving early childhood special education services. There were three classrooms targeted. Out of the three classrooms, there was a focus on nine children with developmental delay. Step one was to complete a classroom assessment to identify the early literacy supports needed for each classroom. Step two was to collect baseline literacy behaviors during center time, a period when children are allowed to choose their activities. Step 3 was to implement the ...


Making It Real: Using Field-Based And Practice-Based Experiences In Personnel Preparation, Elizabeth Mclaren, Sallee Beneke, Kathleen Artman Meeker, Aaron R. Deris Oct 2017

Making It Real: Using Field-Based And Practice-Based Experiences In Personnel Preparation, Elizabeth Mclaren, Sallee Beneke, Kathleen Artman Meeker, Aaron R. Deris

Special Education Department Faculty Publications

This panel presentation will describe engaging, evidence-based methods for preparing EC/ECSE personnel using practice-based experiences. Strategies include field placement, video analysis, self-analysis, peer and faculty coaching, and case study. Practice-based experiences will be aligned closely with DEC RP and CEC preparation standards. Challenges, suggestions, and free resources will be discussed.


Flexible Seating In The Early Childhood Classroom, Chasity L. Hardin Aug 2017

Flexible Seating In The Early Childhood Classroom, Chasity L. Hardin

Master's Theses & Capstone Projects

Flexible seating has become a recent trend in education. As teachers try to reach the different needs of learners, flexible seating is another way to allow students to comfortably be engaged in learning. Flexible seating gives children the power to choose. Giving them the power of choice, gives students ownership over their participation and engagement in the classroom. Flexible seating can include a variety of options including scoop rockers, pillows, disc o’ sits, standing desks, therapy balls, and many more options. Some professionals are beginning to note that students are often more engaged in their learning when flexible seating options ...


College Of Education News, Georgia Southern University Jul 2017

College Of Education News, Georgia Southern University

Education, College of - News

  • School psychology students begin internship training
  • COE welcomes first cohort of M.A.T. early childhood education students
  • School psychology alumnus named president of state organization
  • Recent alumna named Paraprofessional of the Year by Georgia CEC
  • COE's Student Success Center sees growth in SOAR numbers


Successful Strategies To Assist Children With Challenging Behaviors, Kristy L. De Jong May 2017

Successful Strategies To Assist Children With Challenging Behaviors, Kristy L. De Jong

Master's Theses & Capstone Projects

The purpose of this action research project was to determine successful strategies to assist students with challenging behaviors by implementing three interventions to determine if there was a change in the challenging behaviors. The participant was a first grade boy served by an Individualized Education Plan (IEP) in a special education self-contained setting. After initial data collection of noncompliance, physical aggression, physical disruption and elopement of a functional behavior plan (Demand Fade-In) with six phases was implemented. The first phase starts with no demands and then each phase adds a demand of something mastered, eventually pairing it with an un-mastered ...


What It Means To Be Special: Two Sisters Discuss Their Experiences, Gene Fellner, Mark Comesanas, Laritza Duperoy, Yaritza Duperoy Mar 2017

What It Means To Be Special: Two Sisters Discuss Their Experiences, Gene Fellner, Mark Comesanas, Laritza Duperoy, Yaritza Duperoy

Publications and Research

In this article, two adolescent sisters discuss and reflect upon the impact that the special education classification of one of them has had on their lives. The sisters, co-authors of this text, participated in designing the study and analyzing the data we produced; their voices are the core of this article. Issues about inclusion, the harms and benefits of special education classification, stigma, the multi-edged meanings of what it means to be “special,” and the often complicit roles of educators in perpetuating exclusionary policies all arise in the sisters’ discussions with each other, with their co-authors, and with pre-service teachers.


Exploring Parents' Experiences Of Postsecondary Education For Their Children With Disabilities, Cara G. Streit Jan 2017

Exploring Parents' Experiences Of Postsecondary Education For Their Children With Disabilities, Cara G. Streit

Staff Scholarship

This study explored the expectations and experiences of parents whose adult children graduated from a comprehensive college-based postsecondary education program for students with intellectual or developmental disabilities. Seventeen parents of graduates from the Lesley University Threshold Program in Cambridge, MA were interviewed in the style of narrative inquiry. Subjects were asked to describe their expectations for their sons’ and daughters’ futures as they grew up, the role of a college program in their children’s development and in the evolution of their own expectations, their hopes and concerns for the future, and their opinions of college inclusion and how greater ...


School Principals And Students With Special Education Needs: Leading Inclusive Schools, Steve Sider, Kimberly Maich, Jhonel Morvan Jan 2017

School Principals And Students With Special Education Needs: Leading Inclusive Schools, Steve Sider, Kimberly Maich, Jhonel Morvan

Education Faculty Publications

Over the past 30 years, school boards, faculties of education, and teaching organizations have helped teachers develop skills to support students with special education needs in their classrooms. However, less attention has been given to school principals in building their leadership skills to support inclusive schools. The purpose of this study is to identify the types of special education training that school principals engage in, as well as to explore the day-to-day issues and critical incidents that principals might experience when supporting students with special education needs. An exploratory study involving interviews with 15 principals and five other educational stakeholders ...


The Effectiveness Of Interventions To Increase Parent Involvement In Special Education: A Systematic Literature Review And Meta-Analysis, Samantha E. Goldman, Meghan M. Burke Jan 2017

The Effectiveness Of Interventions To Increase Parent Involvement In Special Education: A Systematic Literature Review And Meta-Analysis, Samantha E. Goldman, Meghan M. Burke

Education Department Faculty Works

Although parent involvement is required by special education law and is important for all students, the literature synthesizing studies on parent involvement has focused on the general education parent population, often without addressing students with disabilities. The purpose of this review was to descriptively synthesize the literature on parent training interventions to increase parent involvement for parents of school-age students with disabilities and to evaluate the effects of this intervention using meta-analysis. The literature on parent involvement interventions was minimal, with few recent peer-reviewed studies; all included studies focused on parent involvement in the context of Individualized Education Program (IEP ...


Evaluating The Readiness Of Special Education Doctoral Students To Apply The Standards Of Evidence-Based Practice To Single-Case Research, Michael R. Mayton, Jie Zhang, Stacy L. Carter, Jennifer L. Suppo Jan 2017

Evaluating The Readiness Of Special Education Doctoral Students To Apply The Standards Of Evidence-Based Practice To Single-Case Research, Michael R. Mayton, Jie Zhang, Stacy L. Carter, Jennifer L. Suppo

Education and Human Development Faculty Publications

How well doctoral students in special education are prepared to evaluate research as evidence-based practice (EBP) is likely to impact their careers, as well as the teachers they will train. In developing a method for evaluating the readiness of small cohort groups of doctoral students to apply a research-based model of EBP, an instrument and procedure were refined in a pilot evaluation and implemented within a multiple baseline design across participants. Participants’ independent and instrument-guided performance in rating published research was compared to the ratings of two experts in single-case research design, yielding proportions of agreement across evaluation conditions. Results ...


Conceptualizations Of Students With And Without Disabilities As Mathematical Problem Solvers In Educational Research; A Critical Review, Rachel Lambert, Paulo Tan Jan 2017

Conceptualizations Of Students With And Without Disabilities As Mathematical Problem Solvers In Educational Research; A Critical Review, Rachel Lambert, Paulo Tan

Education Faculty Articles and Research

Students with disabilities are often framed as “the problem” and have limited opportunities to engage in standards based mathematics leading to persistent underachievement. In this paper, we investigate a research divide between mathematics educational research for students with and without disabilities, a divide with significant differences in the theoretical orientations and research methodologies used to understand learners. Based on an analysis of 149 mathematics educational research articles published between 2013 and 2015, we found significant differences between articles focused on learners with and without disabilities. For those with disabilities, mathematical problem solving was understood primarily from behavioral and information processing ...


Neurodiversity In The Classroom: Pilot Of A Training Resource For Teachers Educating Autistic Inclusion Students In A General Education Setting, Ariel Danlys Detzer Jan 2017

Neurodiversity In The Classroom: Pilot Of A Training Resource For Teachers Educating Autistic Inclusion Students In A General Education Setting, Ariel Danlys Detzer

Dissertations & Theses

Autism spectrum disorder (ASD) is one of the most common neurodevelopmental differences in the United States, with estimates of prevalence as high as 1 in 68 (Centers for Disease Control and Prevention [CDC], 2016). Over recent decades, two trends have converged to bring autism to the fore as a challenge facing public education. First, changes in the conceptualization of autism have led to greater diagnostic capture of autistic individuals, and second, changes in special education practice regarding inclusion (emphasizing placement in Least Restrictive Environment) have increased the number of autistic students in mainstream classrooms. Meanwhile, autism research has largely been ...


College Of Education News, Georgia Southern University Nov 2016

College Of Education News, Georgia Southern University

Education, College of - News

  • COE student organization raises funds for WJMS special education program


Increasing Engagement Of Students With Learning Disabilities In Mathematical Problem-Solving And Discussion, Rachel Lambert, Trisha Sugita Nov 2016

Increasing Engagement Of Students With Learning Disabilities In Mathematical Problem-Solving And Discussion, Rachel Lambert, Trisha Sugita

Education Faculty Articles and Research

Engagement in problem-solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards-based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards-based mathematics through multi-modal curriculum, consistent routines for problem-solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem-solving and discussion. This review concludes with ...


Analysis Of Stakeholder Perceptions Of A Clinical Model Involving Co-Teaching And Extended-Field Experiences In An Inclusive Middle-Grades Setting, Barbara Ruben, Nicole R. Rigelman, Matthew Carl Mcparker Jun 2016

Analysis Of Stakeholder Perceptions Of A Clinical Model Involving Co-Teaching And Extended-Field Experiences In An Inclusive Middle-Grades Setting, Barbara Ruben, Nicole R. Rigelman, Matthew Carl Mcparker

Curriculum and Instruction Faculty Publications and Presentations

A qualitative study of the impact of a school university partnership in which eight teacher candidates from a two-year graduate program were placed together in a poverty level middle school was conducted. Teacher candidates in this particular program receive a master’s degree, as well as a teaching license in their content area and special education. Using primarily focus group interviews with school leaders, cooperating teachers in special education and content classrooms, and teacher candidates, we wanted to determine the influence of the partnership on all stakeholders. We read transcripts to identify themes and coded by those themes. Later, we ...


Who's Got The Steady Beat? (6th-8th Grade), Valerie Jeannin Jun 2016

Who's Got The Steady Beat? (6th-8th Grade), Valerie Jeannin

Understanding by Design: Complete Collection

This unit is intended to be the first unit of a year-long curriculum for a music class for students in an ALE (Alternative Learning Environment) or SE class. These students have a diverse set of abilities and are diverse learners. Accommodations and modifications will need to be made for these students and the time frame of the class may differ depending on the class. Steady beat is the most important thing that young musicians need to be able to successfully understand and demonstrate so they can continue in their studies to successfully learn to read music and play in an ...


Slo Assessment Report Elementary & Secondary Special Education Bsed 2016, Uno College Of Education May 2016

Slo Assessment Report Elementary & Secondary Special Education Bsed 2016, Uno College Of Education

Student Learning

Student Learning Outcome Report:
College: College of Education
Unit: Special Education & Communication Disorders
Degree: BSED - Elementary Education, Special Education
BSED - Secondary Education, Special Education


Slo Assessment Report Elementary & Secondary Special Education Ma-Ms 2016, Uno College Of Education May 2016

Slo Assessment Report Elementary & Secondary Special Education Ma-Ms 2016, Uno College Of Education

Student Learning

Student Learning Outcome Report:
College: College of Education
Unit: Special Education & Communication Disorders
Degree: MA - Special Education
MS - Special Education


Cogenerative Dialogue: Developing Biology Learning Accommodations For Students With Disabilities, Edward Lehner Feb 2016

Cogenerative Dialogue: Developing Biology Learning Accommodations For Students With Disabilities, Edward Lehner

Publications and Research

A prominent challenge, at times under-addressed in the science education literature, is considering what types of learning accommodations science teachers should employ for students with disabilities. Outside of science education, researchers have consistently outlined how Universal Design for Learning (UDL) is one efficient means by which to engage students with disabilities in the curriculum. This paper presents the results of a research study in which teachers employed cogenerative dialogue as a learning space where UDL was used to differentiate and individualize instruction in an inclusive biology class. The data originated from a larger, ongoing, longitudinal ethnography of science learning in ...


Implementing Portfolios Using Tk20: An Educational Assessment System, Jie Zhang, Moira Fallon, Allison Wright Jan 2016

Implementing Portfolios Using Tk20: An Educational Assessment System, Jie Zhang, Moira Fallon, Allison Wright

Education and Human Development Faculty Publications

The purpose of this paper is to share results of collaborative effort introducing special education portfolios into an inclusive teacher education program using the Tk20 assessment system. Tk20 is an assessment system for both providing evidence of educational skills and achieving that evidence in such a way as to demonstrate growth of teacher candidates. This is not only important for the teacher candidates as they push themselves professionally, but it is also a crucial aspect of accreditation requirements for teacher education programs. Therefore, the focus of the paper is on the usefulness of standards based, working and exit electronic special ...


A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade Jan 2016

A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade

ETSU Faculty Works

The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort ...