Education Commons^™

Efficacy Of North Haven’S Response To Intervention In Reducing Over-Identification Of Specific Learning Disabilities, Karyn B. Gallagher

EDL Sixth Year Theses

In 2006, a reauthorization of the Individuals With Disabilities Education Improvement Act led to changes in how the state of Connecticut determined special education eligibility for a student with a specific learning disability. The Response to Intervention (RTI) approach replaced of the discrepancy model in making this determination. This retrospective case study looked at the perceptions of North Haven Staff on the efficacy of the RTI process in reducing the over-identification of students with specific learning disabilities. A mixed-methods survey was administered to 337 professionals in North Haven, CT. Of the 86 responses received, 73 were determined to be useful …

Writing In Journals As A Tool For Expressing Ourselves: A 6-8 Week Long Writing Curriculum For A 3rd/4th Grade, Self-Contained, Special Education Classroom., Christine Carosotto

Graduate Student Independent Studies

The following writing curriculum is intended for students aged 8-12 years old in a 12:1, self-contained special education classroom setting. Through journal writing instruction, this curriculum aims to provide support to students struggling with foundational writing skills. These skills include: topic selection, stamina, organization, awareness of audience and sentence clarity. This unit’s theoretical foundation is grounded by the core components of a Writers Workshop model, the belief in developing social and oral language skills as a pre-writing tool and the importance of providing writing opportunities that incorporate choice in both topic and response format in order to increase motivation and …

Parent Perspectives On Transition Services And Expectations For Transition-Age Students With Disabilities In A Virtual School Setting, Heather Raithel

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Students with disabilities often experience difficulties as they transition from school to adult life. This project examined the perspectives of parents of transition-age students with disabilities enrolled in a full-time virtual school setting. The first dependent variable was parent satisfaction with transition services for students in the virtual school including relevancy and quality of student and parent trainings and information on transition, inter-agency collaboration, community-based learning experiences, staff knowledge and communication, transition specific courses, and appropriateness of the IEP transition plan. The second dependent variable was parent expectations for students as they exit school in regards to independent living, post-secondary …

The Benefits Of Music Education On Academic, Behavioral, And Communicative Skills With Middle School Students With Autism Spectrum Disorder, Sarah V. Foley

Dissertations, Masters Theses, Capstones, and Culminating Projects

Music education has an important place for students with special needs. Through community based arts education programs, student benefits range from social to academic. The problem is that too often music education, among arts programs, is not taught in special education classrooms. The purpose of this study was to identify benefits that music education has on students with Autism Spectrum Disorder (ASD), focusing specifically on academic, behavioral, and communicative skills.

A review of the literature revealed that music is beneficial to students in a variety of ways, when they are provided the opportunity to engage in music education. Through this …

The Quiet Discrimination Of Lowered Expectations: A Study On The Independent Living Needs Of Severely Disabled Individuals In Kansas, Joe Dalgarn

Graduate Theses and Dissertations

Increasing the independence of individuals with severe disabilities is of increasing concern to schools and federal agencies. Improving quality of life for high needs individuals with disabilities is an objective of transition programs, which allow consumers to adapt from one aspect of life to the next. The purpose of this study is to examine the relationships between variables (a) vocational assessment and exploration; (b) workplace readiness training; (c) independent living skills; and (d) self-advocacy and self-care and the independence level of individuals with severe disabilities residing and receiving their education within an institutionalized setting. Finally, this study will examine the …

An Analysis Of Inclusion In The Field Of Special Education, Sarah K. Jerome

Selected Honors Theses

This review of literature explores the many different aspects of including a student with disabilities into the general education classroom 100% of the school day. The topics explored include; the history of inclusion, the social and emotional effects of inclusion, the active engagement of included students, the importance of social acceptance from peers, the teachers’ attitudes and opinions of inclusion, the students’ opinions of inclusion, and the parents’ opinions of inclusion. The goal is to expose some of the negative outcomes of inclusion because of recent emphasis on inclusion in the last decade. The researcher found that inclusion should be …

Students With Intellectual Disabilities Accessing Postsecondary Education Settings: Promoting Education Equity: Seeing Students For Their Ability First And Supporting Their Development As Contributing Members Into A Diverse Society, Kathleen N. Mercier

Dissertations

The purpose of this ethnographic study was to examine and describe the lived experiences of seven students with intellectual disabilities (ID) participating in two postsecondary education (PSE) settings in Southern California that were aligned to the Think College Standards-Based Conceptual Framework for Inclusive Higher Education.

Through a qualitative approach of ethnography, the researcher examined various stakeholders’ awareness and ability to support students with ID in higher education settings in an effort to support future development of PSE programs for students with ID. Methodology tools included classroom observations, individual interviews, and examination of artifacts from the sample of PSE settings in …

Middle School Administrator And Teacher Attitudes Towards Students With Mild To Moderate Disabilities In The Inclusive Classroom, William James Kimble

Education Dissertations and Projects

The purpose of this study was to determine middle school administrator and teacher attitudes towards inclusion in one local education agency (LEA) in North Carolina. Administrators and teachers from three middle schools were surveyed to determine factors that impact their attitude of inclusion with regard to years of experience, gender, extent working with students with disabilities, role in education, age, highest degree obtained, number of special education courses taken in college, and expected length in education. The Attitude Towards Teaching All Students Instrument (ATTAS-mm) was used for the quantitative portion of this study. The ATTAS-mm is organized into three components …

Educational Predictors For Postsecondary Living Status, Irina Cain

Theses and Dissertations

This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student’s role in transition planning and …

Literary Devices: Effects Of Classroom Management On Student Engagement With 1:1 Devices, Elizabeth Parker

All Master's Theses

The study compares two different classroom management strategies in a 5th and 6th grade classroom using an iPad based intervention. The students participated in 10 sessions of a language and grammar intervention on the Moby Max program. During five of the sessions, the teacher actively monitored the classroom, walking around the room, and redirecting students as necessary. For the other five sessions, the teacher used data from the intervention and monitored and redirected students from her computer screen. The data collected included the number of corrections given to each student by the teacher, the number of minutes the program considered …