Educational Assessment, Evaluation, and Research Commons^™

Mobility Matters: Interdisciplinary Partnerships To Create More Accessible Cities, Amy T. Parker

Special Education Faculty Publications and Presentations

History of the Mobility Matters, Portland State University’s annual summit on transportation accessibility.

The Visually Impaired Learner (Vil) And Orientation And Mobility (O&M) Programs At Portland State University, Holly Lawson, Amy T. Parker

Special Education Faculty Publications and Presentations

History of Visually Impaired Learner (VIL) and Orientation and Mobility (O&M) programs at Portland State University.

In Memory Of Dr. Ronald Reigner, Dawn Owens

Georgia Journal of Literacy

Leaders and members of Georgia Association of Literacy Advocates (GALA), formerly Georgia Reading Association (GRA), were deeply saddened by the recent passing of a revered friend, Dr. Ronald Reigner. The association extends sincere appreciation for the contributions of Dr. Reigner, a Georgia Reading Association (GRA) Past President. Dr. Reigner served the organization faithfully in numerous positions during the past twenty years, including GRA President, GRA Executive Committee member, GRA Board of Directors member, GRA committee chair, local council president, and student council sponsor/liaison.

Social Support Among Undergraduate Students: Measure Development And Validation, Heather M. Blizzard

Electronic Theses and Dissertations

Being born into circumstances of low-income, having a racial minority status, and/or non-college educated families dwindle the opportunities for many students to obtain a college degree (Cox, 2016; Engle & Tinto, 2008; Jenkins et al., 2013). While many institutions of higher education have diligently worked to develop programs geared towards attending the educational inequalities among diverse student populations, there is still a great need for programs centered on the inequalities surrounding social support (Cox, 2016; Ward et al., 2012; Soria & Stebleton, 2012).

The purpose of this study was to develop and assess a measure to examine perceived social support …

The Importance Of Administrative Support For Special Education Teachers, Shari E. Lujan

University of the Pacific Theses and Dissertations

Since the inception of special education laws in the 1970’s, special education teachers have been given the responsibility of educating children with exceptional needs. Those needs range from children with mild to moderate disabilities to children with moderate to severe disabilities. There are 13 categories that a child can qualify for special education services through an Individual Education Program (IEP). The majority of children with exceptional needs are educated on general education campuses. With high stakes testing and the push for academic excellence, one may wonder how a child with exceptional needs fits into a general education campus. The Education …

Examination Of Aig Teachers’ Cogat Test Preparation Practices In One North Carolina School District, Charlton Kurt Hiatt

Doctor of Education Dissertations

This mixed methods study focused on gifted education screening practices in North Carolina. Specific focus was on the practice of universal screenings using the Cognitive Abilities Test (CogAT) and test preparation measures conducted by one school district. The study collected and analyzed data from regular elementary education and elementary AIG teachers regarding test preparation lessons and materials. The study then narrowed to interview participants to further examine the lessons. This study found that both sets of teachers agreed that test preparation for students was necessary to increase equity and address the persistence of underrepresented subgroups identified as AIG in LEA-1. …

Introduction To Cec’S Process For Re-Validating Knowledge And Skills Competency Sets, Amy T. Parker

Special Education Faculty Publications and Presentations

Overview of the CEC’s process for re-validating knowledge and skills competency sets.

Conceptual Paper For Re-Validating The Teacher Of Deafblind And Intervener Competencies, Susan Bruce, Cathy Nelson, Amy T. Parker, Debbie Sanders, Adam Graves, Carol Rimka

Special Education Faculty Publications and Presentations

An overview of the standards for the role of Teacher of the Deafblind (TBD) and the paraprofessional Intervener.

President’S Message, Division Of Visual Impairments And Deafblindness’, Amy T. Parker

Special Education Faculty Publications and Presentations

President's message to the Division on Vision Impairment and Deafblindness

Testing For All: An Exploration Of Disproportionality In The Georgia Alternate Assessments, Kelly D. Childers, Meagan Arrastia-Chisholm, Katharine S. Adams, Heather M. Kelley Ph.D.

Georgia Educational Researcher

Public schools use standardized testing to measure students’ academic achievement at the conclusion of each school year. Students with severe cognitive disabilities are evaluated through the Georgia Alternate Assessment (GAA). The purpose of this descriptive study was to describe the demographic characteristics of students who took the Georgia Alternate Assessment (GAA) and students who took the Georgia Milestones End of Grade Assessment (EOG) in English/Language Arts using publicly available data from the 2014-2015 academic year. Additionally, the study investigated disproportionality of certain student groups who took the GAA and EOG in English/Language Arts. A series of chi-square analyses resulted in …

From The Field: Strategies On Career Development And Employment For Students With Intellectual Disability., Daria Domin

All Institute for Community Inclusion Publications

This practical guide includes strategies that work to support students with intellectual disability (ID) who are looking for employment opportunities. The strategies shared in this publication were shared with the authors by staff and faculty at six different post-secondary programs for students with ID, and align with the Think College Standards for Inclusive Higher Education; a chart is included to show the alignment.

Placement Of Students With Extensive Support Needs In California School Districts: The State Of Inclusion And Exclusion, Meghan Cosier, Audri Sandoval-Gomez, Donald N. Cardinal, Shayne Brophy

Education Faculty Articles and Research

Access to general education settings for students with disabilities varies greatly among and within states across the United States and worldwide. The variability in placement and lack of access to general education for students with disabilities, particularly students with extensive support needs, are reasons to identify factors associated with placement and then address the role of current policy. Explored in this study were the placement of students with extensive support needs in 938 school districts across the State of California in the United States and the relationship between placement and economic and demographic factors. Results suggest alarmingly low access to …

Unpacking "Giftedness": Research And Strategies For Promoting Racial And Socioeconomic Equity, David B. Naff, Genevieve Siegel-Hawley, Amy Jefferson, Michael Schad, Morgan Saxby, Kathryn Haines, Zoey Lu

MERC Publications

Giftedness as a construct continues to be contested in academia, in the classroom and around kitchen tables. It means different things to different communities and, as a result, acquiring the "gifted" label looks different around the country. Once labeled, student giftedness produces different responses depending on state and district guidelines. A constant among the patchwork of defining, identifying and responding to student giftedness, though, is a serious racial and economic disparity in who is considered gifted and who is not. This report provides key takeaways from research literature on gifted and talented (GT) programs. It is organized according to five …