Disability and Equity in Education Commons^™

Description Of Supported Employment Practices, Cross-System Partnerships, And Funding Models Of Four Types Of State Agencies And Community Rehabilitation Providers, Kelly Haines, Joseph Marrone, John Halliday, Michael Tashjian, Martha Klemm, Susan Stoddard, Susan M. Foley

All Institute for Community Inclusion Publications

In 2005, the National Institute on Disability and Rehabilitation Research (NIDRR) awarded the VR Rehabilitation Research and Training Center (RRTC) to the Institute for Community Inclusion (ICI) at the University of Massachusetts Boston and its partners, InfoUse in Berkeley, California and the Center for the Advancement and Study of Disability Policy. In 2010, NIDRR provided supplemental funds to the ICI so that the VR-RRTC could include a focus on the provision of supported employment (SE) services. This SE research would focus on vocational rehabilitation (VR)agency partnerships with other state entities, and sources and models for long-term funding (extended services). The …

Autism Spectrum Disorders In Hispanics And Non-Hispanics, Virginia Chaidez, Robin L. Hansen, Irva Hertz-Picciotto

Department of Nutrition and Health Sciences: Faculty Publications

Objectives: To compare differences in autism between Hispanics and non-Hispanics. We also examined the relationship between multiple language exposure and language function and scores of children. Methods: The Childhood Autism Risks from Genetics and the Environment (CHARGE) study is an ongoing population-based case-control study with children sampled (n = 1061) from three strata: those with autism (AU) or autism spectrum disorder (ASD); developmental delay (DD); or the general population (GP). Results: Non-Hispanic cases demonstrated higher cognitive composite scores for the Mullen Scales of Early Learning (MSEL). There were significant associations between multiple language exposure and MSEL subscales for receptive …

The Co-Teaching Journey: A Systematic Grounded Theory Study Investigating How Secondary School Teachers Resolve Challenges In Co-Teaching, Sharon Gerst

Doctoral Dissertations and Projects

The purpose of this systematic grounded theory study was to explain how problems inherent in co-teaching relationships are resolved by secondary school special education and general education teachers at an urban school district in Eastern Iowa. The participants were general and special education secondary school teachers involved in effective co-teaching partnerships. Data was collected from five partnerships, utilizing focus groups, interpersonal behavior theory questionnaires, classroom observations, and individual interviews. The researcher analyzed the data using systematic grounded theory procedures of open coding, axial coding, and selective coding to develop a theory grounded in the data collected about the process by …

Minority Students On The College Track, Amy Cook, Arthur Mccann

Counseling, School Psychology & Sport Faculty Publication Series

According to the National Center for Education Statistics, a student drops out of school every nine seconds, with Latino and African American students being disproportionately represented. Findings from a survey study will be discussed, including evidence-based interventions to promote college attainment among Latino and African American students.

Office Of Multicultural Affairs (Oma) / Office Of Intercultural Student Engagement (Ise) Annual Report 2011-2012, Intercultural Student Engagement Office, Anthony Johnson

Intercultural Student Engagement (ISE) Annual Reports

This Annual Report 2011-2012 marks the transition and renaming of the Office of Multicultural Affairs (OMA) to the expanded Office of Intercultural Student Engagement (ISE). This expansion brought to ISE the Office of International Student Services (OISS) and a diversity coordinator- a new position focusing on underserved student communities including LGBTQ, religious/spiritual, and first generation to college. These important shifts and incredible staff members have poised the office and RISD to respond more broadly and deeply to the needs, hopes, and development of our collective student body. The ISE 2011-2012 Annual Report is a year in review containing a message …

An Exploration Of Fiscal Resources And Systems Needs Related To Autism Spectrum Disorder Services And Supports In Ohio: Fiscal Analysis And Parent/Caregiver Interview Results, Dawn Anderson-Butcher, Hilary Drew, Amber Moodie-Dyer, Jill A. Hoffman

School of Social Work Faculty Publications and Presentations

In order to advocate for policies that align and leverage funding streams in service to the needs of families and individuals affected by autism spectrum disorders (ASD), the Educational Service Center of Central Ohio (ESCCO) and the Center for Systems Change at the Ohio Center for Autism and Low Incidence disorders (OCALI) commissioned the College of Social Work at The Ohio State University to conduct a fiscal analysis of ASD funds and to explore parent / caregiver perceptions of the ASD service delivery system in Ohio. There were two purposes of this work:

• To identify federal and state funding streams …

Perceived Efficacy Of Beginning Teachers To Differentiate Instruction, Michelle K. Casey, Robert K. Gable

Teacher Education

A two-phase, sequential mixed-methods design was used to assess perceptions of teacher efficacy (10 item survey, alpha = .90) to differentiate instruction for N = 36 graduates from one MAT teacher preparation program. Research questions addressed levels of self-efficacy, perceptions of preparedness, teaching tenure, and number of certifications held. Data were analyzed using descriptive statistics, one-way ANOVA and t-test procedures. A focus group with N = 10 purposively selected 2010 graduates and interviews with N = 2 graduates each from the 2008 and 2009 classes, and N = 2 faculty were conducted. No significant relationships were found for tenure and …

Autism Spectrum Disorder: Sensory Needs In The Workplace, Amy Fogle Stiff

Masters Theses & Specialist Projects

There is little to no empirical research for sensory sensitivities of individual with Autism Spectrum Disorder (ASD) and coping strategies used in the workplace. Seven students with ASD were interviewed about sensory sensitivities experienced and accommodations used at the workplace. This study found that participants self-regulated sensory sensitivities, and not asking for or using accommodations. Future research is needed to focus on the sensory sensitivities of individuals with ASD who have been in the work force for several years.

The Effects Of Increased Accountability Standards On Graduation Rates For Students With Disabilities, Mitzie Lee Moore

Dissertations

This research sought to determine if unintended effects of increased accountability standards on graduation rates for students with disabilities existed. Data from one southeastern state were utilized in order to determine if graduation rates were impacted as a result of higher accountability standards. In addition, administrator attitudes on views of NCLB, high-stakes testing of students with disabilities, strategies initiated to exclude students with disabilities from high-stakes tests, and inclusion of all students with disabilities in the growth model. Archival data from 2001 and 2010 were used to compare pre and post graduation rates for significant differences. Survey results were collected …

Transforming Selves For Inclusive Practice: Experiences Of Early Childhood Preservice Teachers, Joseph S. Agbenyega, Sunanta Klibthong

Australian Journal of Teacher Education

In this paper we discussed the impact of ‘spaces of difference’ on teachers’ professional learning to embrace and celebrate diversity, as perceived by early childhood preservice teachers who share their opinions through online group discussions. Spaces of difference is a first year undergraduate course unit designed to support preservice teachers’ professional education to embrace and implement inclusive practice in early childhood education. Informed by Critical theoretical ideas of Bourdieu (Capital, Field, Habitus), we investigated early childhood preservice teachers’ concept of spaces of difference and their personal transformations. Results of this qualitative study suggested that teachers’ understanding of space extended and …

Teaching Students With Disabilities: A Web-Based Examination Of Preparation Of Preservice Primary School Teachers, Jennifer Stephenson, Sue O'Neill, Mark Carter

Australian Journal of Teacher Education

With increasing expectations that preservice teachers will be prepared to teach students with special needs in regular classrooms, it is timely to review relevant units in teacher education courses. Units relevant to special education/inclusion in primary undergraduate teacher preparation courses in Australian tertiary institutions, delivered in 2009, were examined. Information was gathered through a series of Google searches, and available information was very limited for some units. Sixty-one units in 34 courses met criteria for inclusion. Units typically ran for one semester with 30-40 hours of instruction. Just under half the instructors for whom relevant information was available had an …

Using Art To Aid A Child With Autism, Jennifer C. Wargin

Art Education Projects

This qualitative study was to provide an understanding on autism focusing on art being an early intervention tool for children with autism. The study was strictly for professional and personal development to further understand what autism is and how I could bring what I learned from the study into my classroom. During the study there was a multitude of different interviews, observation, questionnaires, and data collected to expand my understanding on this topic. I discussed further that the earlier a child with autism receives therapy; the child will develop a stronger understanding of the world through using communication, imagination, ideas, …

Is Classroom Management Possible For Disabled Teachers, With Or Without Accommodation?, Martha A. Hazen

Multidisciplinary Studies Theses

The central question of the thesis “Is classroom management possible for disabled teachers with or without accommodation?” is addressed through a review of the literature, a review of the legislation surrounding disabled employees and a discussion of reasonable accommodation, both as it is defined in the ADA and as it is applied in today’s public schools. In addition, general techniques of classroom management, traditional and current disciplinary techniques are discussed as they relate to the thesis’s central question. Finally, the similarity and contrast between classroom management techniques used by disabled and nondisabled music teachers is reviewed.

This thesis consisted of …

Mathematics Classrooms At The Middle School Level: Does Grouping Make A Difference In Achievement, Adam Smieja

Mathematics Graduate Theses

This paper reviewed related research on student achievement based on how students were grouped, homogeneously or heterogeneously. Questions examined were whether students performed better in heterogeneous or homogenous groupings and to what extent did high-, average-, and low-ability students perform better in a particular group. Results showed that high-ability students in homogeneous groupings had higher gains in achievement when compared to their counterparts in heterogeneous groupings. However, gains for these high-ability students were not statistically significant. On the contrary, average-, and low-ability students did show statistically significant gains in achievement in the heterogeneous groupings. Yet, despite their effectiveness, implementation of …

Faculty Teaching Behaviors At Three State-Funded Universities, Christa Michelle Bryant

Dissertations

The purpose of this study was to determine if faculty teaching behaviors differed as a function of demographic variables including academic discipline, years of experience making accommodations, academic rank, and/or gender. College faculty from three universities completed and submitted the Faculty Inventory, a questionnaire containing seven subscales with ten statements per subscale. Faculty members rated the level at which they participate in the teaching behaviors represented by the statements. Results of the data analysis indicated that academic discipline and years of experience making accommodations for students with disabilities significantly influenced teaching behaviors. Academic rank and gender were examined only by …

The Perceptions Of Principals And Teachers Regarding Mental Health Providers’ Impact On Student Achievement In High Poverty Schools, Teresa Perry

Dissertations

This study examined the perceptions of principals and teachers regarding mental health provider’s impact on student achievement and behavior in high poverty schools using descriptive statistics, t-test, and two-way ANOVA. Respondents in this study shared similar views concerning principal and teacher satisfaction and levels of support for the use of mental health services. They believed that principals were highly supportive of mental health services in their schools and they themselves were supportive of mental health services in their school. Respondents believed that teachers were not as supportive. Principals and teachers combined seemed to agree that mental health providers impact student …

The Relationship Between Academic Achievement And School-Based Mental Health Services For Middle School Students, Lisa Ogle Williams

Dissertations

Mental health issues among American adolescents and children can negatively impact their potential for school success. As many as 10% of students among the general education population suffer from psychiatric disorders, yet only between 1% and 5% of those students are being served. The effects of mental health difficulties are problematic for students because they negatively impact academic performance, behavior, attendance, and school violence (Whelley, Cash, & Bryson, 2003). There are often barriers to academic performance relative to psychiatric illness and problems that include inadequate health insurance coverage, lack of transportation, shortages of child mental health professionals, and stigmas associated …

Anxiety In Children/Youth With Bowel And Bladder Dysfunction And Their Parents: Impact Of Medical, Educational, And Psychosocial Factors, Leslie Cristen Lavergne

Dissertations

Children and youth with special health care needs are impacted both physically and psychologically by their medical condition. Furthermore, parents of children with special health care needs experience increased symptoms of anxiety related to their child’s condition. Literature suggests the negative impact may be lessened by providing psychosocial family-centered supports. This study investigated the anxiety levels of children with bowel and/or bladder dysfunction and their parents, finding the relationships of anxiety among mothers and child/youth, as well as mothers and fathers. No significant relationship was found among fathers and child/youth. Further, it explored the impact of medical, educational, and psychosocial …

Teacher Attitudes Toward The Use Of Accommodations In The Classroom And On Standardized Tests, Michele Penny Meadows

Dissertations

Educating students with disabilities in the least restrictive environment necessitates the use of accommodations and modifications to help these students have better access to the general education curriculum. As a result of inclusion, general education teachers are required to teach students with disabilities in their general education classrooms. Even though regular education teachers have assistance from special education teachers, not all general education teachers (and some special education teachers) believe they have the education, experience, or support to teach these students effectively. This study measured general education teacher and special education teacher attitudes toward the use accommodations for special education …

Family Experiences And Children With Autism Who Use Speech Generating Devices, Rebecca Elizabeth Mullican

Dissertations

Semi-structured interviews were used to investigate family experiences with their children with autism who use Speech Generating Devices (SGDs).Six parents were interviewed on two separate occasions about their experiences with their child, ages three-eighteen. Interpretive Phenomenological Analysis (IPA) was used to analyze the interviews. Five super-ordinate themes emerged: (a) Complexity of speech generating devices as tools for communication, (b) Tension between structure and play, (c) Interplay between requesting and social interaction, (d) The fluctuating role of parent advocate, and (e) Building a diverse support network. These qualitative findings can be used to inform families and professionals working with children who …