Educational Leadership Commons^™

The Experiences And Perceptions Of Practicing Special Education Teachers During The Covid-19 Pandemic, Marci M. Glessner, Shirley A. Johnson

The Interactive Journal of Global Leadership and Learning

This study examined special education teachers’ perceptions and experiences as they transitioned to distance learning during the COVID-19 pandemic. Although there has been much research on preparing teachers to be effective in online environments, there is limited research on the teaching and learning dynamics when teachers are thrust into distance learning without training and preparation (Kormos, 2018; Moore-Adams et al. 2016; Unruh et al. 2016; Vasquez & Serianni, 2012). As described by Steele (1973), environments are affected by six functions: security and shelter, social contact, symbolic identification, task instrumentality, pleasure, and growth. In a classroom setting, these functions work together …

The Implementation Of A Regional Education Network Through The Application Of The Developmental Evaluation Process: A Case Study, Amy Jane Griffiths, John Brady

School Leadership Review

Abstract: One in three young adults with autism or developmental disability have never been employed within eight years of their leaving high school (Newman et al., 2011). These students graduate from schools and may then work with multiple services providers across agencies. Collaboration between these agencies is critical. This case study describes the successful efforts of a group of educational leaders, parents, individuals with disabilities, and service providers who came together to improve the transition outcomes of young adults with disabilities. The success of this large and complex effort was facilitated by the application of a developmental evaluation process which …

An Examination Of The General Education Teacher Responsibilities, Collaboration Practices, And Professional Development Needs To Educate Students With Disabilities In The General Education Classroom, Ashlee Johnson

Culminating Projects in Education Administration and Leadership

The Individual with Disabilities Education Act (IDEA) has mandates that students with disabilities have access to the general education classroom to the maximum extent possible. Students with disabilities are increasing placed within the general education classroom for more of their school day. General education teachers, in turn, have been tasked with an increase in responsibilities to meet the variant needs of their students. The research concludes the importance of collaborative practices between general education and special education teachers and the need for professional development for educators to build the necessary skills to educate students with disabilities in the general education …

Educators’ Perspectives Regarding The Inclusion Of Students With Mild To Moderate Disabilities Into The General Education Classroom, Rebecca Lynn Parres

Electronic Theses, Projects, and Dissertations

ABSTRACT

This quantitative study examined the perspectives of educators related to the inclusion of students with mild to moderate disabilities in general education classrooms. General education teachers, special education providers (e.g. education specialists, speech pathologists, occupational and physical therapists, and school psychologists, etc.), and administrators were surveyed to obtain their perspectives regarding the inclusion of students with mild to moderate disabilities; into the general education classroom. The Inclusive School Program Survey (McLewesky, et al., 2012) was used with permission from James McLeskey who conducted similar research in 2001. The five-point Likert scale survey was utilized to obtain data from the …

Perceptions Of Special Education Supports By School Administrators, Eric P. Oxford

Electronic Theses and Dissertations

This research study analyzed the perceptions of special education supports by school administrators. Specifically, this research discussed comparative findings of perceptions of special education supports between building principals and building-based special education team chairpersons in one Massachusetts public school district. The findings are grounded in the district’s inclusive philosophy and its capability to ensure that all students are provided educational opportunities in the least restrictive educational environment. The problem studied was that many students with disabilities who are unable to find academic success within an inclusive academic environment are typically transitioned into a more restrictive—or substantially separate—alternative education setting. It …

The Implementation Of A Regional Education Network Through The Application Of The Developmental Evaluation Process: A Case Study, Amy Jane Griffiths, John Brady

Education Faculty Articles and Research

One in three young adults with autism or developmental disability have never been employed within eight years of their leaving high school (Newman et al., 2011). These students graduate from schools and may then work with multiple services providers across agencies. Collaboration between these agencies is critical. This case study describes the successful efforts of a group of educational leaders, parents, individuals with disabilities, and service providers who came together to improve the transition outcomes of young adults with disabilities. The success of this large and complex effort was facilitated by the application of a developmental evaluation process which adjusted …

Retaining Special Education Teachers: The Relationship Between School Leadership And Special Education Teacher Retention In A Low-Income School, Amanda Elizabeth Jones

Educational Leadership & Workforce Development Theses & Dissertations

School districts across America are struggling to recruit, hire, and retain qualified teachers in the classroom (Wushishi, Fooi, Basri & Baki, 2014; Simpson, Whelan & Zabel, 1993). In 2006 the national teacher replacement cost in America averaged approximately $2.2 billion per year (Borman & Dowling, 2008). A once highly esteemed profession is now one faced with many positions left unfilled and students without instructors. The influence of teacher shortages across content areas can be felt by students and teachers alike (Carver-Thomas & Darling-Hammond, 2019). Although general education teachers leaving their classrooms can negatively impact students in various situations, those students …

Case Study Of Special Educator's Pegagogical Practices Beyond Year One Of Teacher Residency., Ryan Derek Derousselle

Electronic Thesis and Dissertation

The Higher Education Opportunity Act of 2008 in conjunction with Teacher Quality Partnerships requires university-based teacher education programs to develop and sustain highquality teachers (United States Department of Education, 2017). Teaching is a science grounded in a body of literature supported by effective research-based techniques. The purpose of this qualitative research study was to examine co-teaching influences on the first-year teaching practices of special educators trained in a university-based teacher residency program. Specifically, this study investigated which co-teaching strategies, if any, did special education residents implement as the teacher of record. Through the lens of social development theory, this research …

Teacher Perception: Secondary Level Skill Development Support For Students With Specific Learning Disabilities, Philip L. Specht

Education Doctorate Dissertations

Defining the special education framework and teacher roles continue to be a challenge as schools face the differentiated needs of 21st-century learners. Delineating the functions and duties of special education teachers (SETs) at the secondary level provides a unique challenge, which is addressed by a midsized suburban high school developing the Inclusive Consultation Model (ICM). This innovative instructional model is school-wide and multi-disciplinary, impacting both special education and academic teachers. Through weekly consultation, the SET supports the content teacher in contributing instructional methods to meet the varied student needs in class. Outside of class, SETs justify the value of their …

Inclusive Schools For Students Served By Special Education: How Central Office Supports Principals, Lynn Reynolds Saltzgaver

Educational Leadership and Policy Studies: Doctoral Research Projects

Principals shape school culture and the teaching practices that students experience and engage with every day. Today’s leaders need regular access to learning and support that will influence their ability to lead schools for social justice for students identified with disabilities.

District leaders have a responsibility to develop and support principals to provide equitable and high-quality learning experiences for students who have been identified with disabilities. The purpose of this study was to analyze the Mountain Meadow School District’s role in supporting the development of leaders for social justice for students identified with a disability. This qualitative case study examined …

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 …