Special Education Administration Commons^™

A Grounded Theory Approach To Use Of Differentiated Instruction To Improve Students' Outcomes In Mathematics, Juniace Senecharles Etienne

Walden Dissertations and Doctoral Studies

Teachers in a school district in a southeastern state are being challenged to meet the needs of students who have learning disabilities (LDs) and who require an individualized education program with a mathematics goal. The students are in danger of not passing state, district, and classroom mathematics tests, and not all the schools are meeting adequate yearly progress (AYP). Funding from the federal government is denied if a school does not achieve AYP; the school personnel must then complete a school improvement plan. The purpose of this study was to explore which differentiation instructional (DI) practices inclusion teachers were using …

General Educators Perceptions Of Preparedness To Teach In Mixed-Ability Classrooms, Kristen Sparks Kantor

Walden Dissertations and Doctoral Studies

The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and …

Use Of Professional Development To Improve Attitudes Of General Educators Towards Inclusion, Ginger Dodge-Quick

Walden Dissertations and Doctoral Studies

This study involved the inclusion of special needs students in the general education classroom as required by law. The problem centered on general educators' perceptions of their abilities to meet the education needs of included students and their lack of training in special education issues. Research questions studied perceptions general educators had regarding inclusion and whether professional development addressed those concerns, and improved their perception of inclusion. The Concerns Based Adoption Model (CBAM) was the conceptual framework utilized throughout the sequential mixed-methods case study. Quantitative data of teachers' concerns were determined using the Survey of Concerns Questionnaire from the CBAM …

The Impact Of Professional Development Training In Autism And Experience On Teachers' Self-Efficacy, Nancy Biasotti

Walden Dissertations and Doctoral Studies

Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and following teacher certification and experience had on overall teacher self-efficacy. This one-shot case study was based upon Bandura's theoretical construct of self-efficacy and secondarily on Tschannen-Moran, Woolfolk Hoy, and Hoy's theory of self-efficacy. The Teachers' Sense of Efficacy Scales (TSES) was used to collect data from regular education teachers with experience …

Evaluation Of Response To Intervention As A Method Of Improving Student Achievement, Ronald Bruce Farquharson

Abraham S. Fischler College of Education ETD Archive

This applied dissertation was designed to evaluate if implementation of the Response to Intervention (RTI) model had an effect on student academic gains at the target school. The problem that prompted this study was that information on the effectiveness of the RTI model had not yet been determined. The reauthorization of the Individuals With Disabilities Education Act allowed the use of the RTI model as a viable alternative for identifying students who may be experiencing academic difficulties rather than the traditional wait-and-fail model. Data and state assessment scores for sixth-grade students indicated that remediation was necessary. The RTI model allows …

A Mixed Methods Study Of How The Transition Process Impacts The Autonomy Of Pre-Service Secondary Mathematics Teachers, Linda Kasal Fusco

Department of Educational Administration: Dissertations, Theses, and Student Research

This mixed methods study sought to identify the impact that transition into the practice of teaching had on the autonomy of pre-service secondary teachers of Mathematics.  It was based on the belief that a Mathematics teacher’s autonomy depended on: beliefs about Mathematics and how it was learned, reflections on the teaching practice, and social constraints of a secondary school culture. Data was collected between January 2009 and March 2010.  In Phase I (Quantitative) the participants (N = 30), selected from ten State University of New York teacher preparation colleges and universities, completed five instruments to quantify the three factors of …

Nebraska School Psychologists' Perceptions Regarding The Sufficiency Of Response To Intervention (Rti), Jami Jo L. Thompson

Department of Educational Administration: Dissertations, Theses, and Student Research

The reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA) provided schools the option of utilizing Response to Intervention (RtI) as part of a comprehensive Multi Disciplinary Team (MDT) Evaluation for Specific Learning Disabilities (SLD). However, there is disparity among educational professionals regarding the components that should be included in the RtI MDT evaluation. The purpose of this study was to examine the perceptions of Nebraska school psychologists regarding the sufficiency of RtI as a comprehensive Multi Disciplinary Team (MDT) evaluation for Specific Learning Disability (SLD) determination and identify the additional components that school psychologists believe are necessary to …

The Relationship Of Personality Traits To Satisfaction With The Team: A Study Of Interdisciplinary Teacher Teams In Rhode Island Middle Schools, Michele D. Humbyrd, Robert K. Gable

Teacher Education

Shared practice in schools has emerged; teachers are moving from isolation to team collaboration where personality traits could be related to quality interactions. Team personality traits and team satisfaction were examined. A survey and interview approach was used for N = 244 full-time teachers from N = 49 interdisciplinary teams at N = 7 middle schools. Descriptive, correlational, multiple regression analyses and coded themes about team members’ personalities and interactions were employed. No significant relationships were found between the BFI traits and Satisfaction with the Team. Team-level analysis indicated a significant negative correlation between Satisfaction with theTeam and Extraversion and …

Public-Private Partnerships, Civic Engagement, And School Reform, Theodore J. Kowalski

Educational Leadership Faculty Publications

The number of partnerships between public schools and private organizations increased dramatically after the National Commission on Excellence in Education (1983) issued its report "A Nation at Risk." ... In this essay, I propose an uncommon perspective of public-private partnerships in the United States—one that calls for direct citizen involvement to ensure that collaboration is linked to and compatible with reform efforts carried out at the local (school district) level. The need for a new conceptualization is framed by three convictions: public-private partnerships have been largely ineffective in terms of improving instruction and student learning; democratic deficits in these ventures …

Professional Growth Of Special Education Personnel Through The Use Of A Collaborative Process., Stephanie Smith Walker

Electronic Theses and Dissertations

This qualitative case study examined how special educators perceived their professional growth as a result of engagement in a collaborative process. Sixteen special educators participated in the research. Triangulation was attained through the use of document review, a focus group, and personal interviews. The 15 themes and patterns that emerged from data collection were: (a) increased expertise and use of technology, (b) exhibited collaborative skills and improved interpersonal relationships, (c) developed increased understanding of curriculum, (d) presented evidence of increased job satisfaction, (e) demonstrated analytical abilities, (f) illustrated enhancement in professional and creative expression, (g) understood the special education supervisor‟s …

Where Next? A Study Of Work And Life Experiences Of Mature Students (Incl. Disadvantaged) In Three Higher Education Institutions, Aidan Kenny, Ted Fleming, Andrew Loxley, Fergal Finnegan

Other Resources

This study explores how graduates who entered college as mature students, and ‘disadvantaged’ mature students, view and value Higher Education after graduating with a primary degree. The study highlighted the limited usefulness of the concept of disadvantaged mature student and the findings of the research were not significantly different whether one was a mature student or a disadvantaged mature student. The rationale given by the state for supporting mature students in Higher Education (HE) is that it will yield economic and social benefits for both the students and society. As a consequence a wide range of access policies has been …

The Social Inclusion Of Young Adults With Intellectual Disabilities: A Phenomenology Of Their Experiences, Sarah A. Hall

Department of Educational Administration: Dissertations, Theses, and Student Research

Social inclusion enhances the quality of life of young adults with intellectual disabilities (ID). Young adults with ID continue to face prejudice and discrimination that limit their social inclusion. They experience limited social inclusion because there are not enough appropriate activities available and they have limited opportunities to develop friendships. The social inclusion that people with disabilities experience within their local community varies greatly.

There is a deficiency in the literature concerning the social inclusion of young adults with ID. Previous considerations of disability have focused primarily on physical access and reflect the local contexts in which the participants live. …

Exploring Inclusive Education From The Perspective Of Preservice Teachers, Elizabeth Collett, Mary Jane Harkins Ph.D.

Electronic Journal for Inclusive Education

This study investigates the nature of preservice secondary teachers’ perceptions of the Individual Program Plan (IPP) process enrolled in a two-year Bachelor of Education program in a university in Eastern Canada. Teachers’ perceptions have been a vital feature in the successful implementation of the IPP process, and inclusion in general. Therefore, it will be crucial for educational leaders and stakeholders to have a clear understanding of preservice teachers’ perceptions of the IPP process and the factors that affect those perceptions prior to entering the profession. Results suggested that secondary preservice teachers’ tended to hold generally positive perceptions of the IPP …

Welcome, Patricia R. Renick Ph.D.

Electronic Journal for Inclusive Education

Welcome to the Electronic Journal for Inclusive Education and Happy New year and Happy New Decade. Our journal continues the conversation concerning inclusive education with this new edition.

Ms. Elizabeth Collett and Dr. Mary Jane Harkens explore inclusive education from the perspective of pre-service teachers. Their opening paragraph has some very powerful statements.

Mr. Charles Zascavage and Dr. Victoria Zascavage provide a compelling look at adapting and redesigning a web-mastering course with increased achievement for both students with special needs and general education students. The perspective is from a business education teacher and supervisor.

Ms. Christina DeRoche provides a qualitative …

Attitudes Of Mathematics Teachers Towards The Inclusion Of Students With Learning Disabilities And Special Needs In Mainstream Classrooms, Dorit Patkin Ph.D., Tsafi Timor Ph.D.

Electronic Journal for Inclusive Education

The aim of this study is to examine the attitudes of 36 elementary school teachers towards the inclusion of students with learning disabilities in Mathematics in mainstream classes. The research related to three aspects: teachers’ knowledge of learning disabilities, teachers’ perceptions of the physical inclusion of these students, teachers’ perceptions of their responsibility towards the curricular inclusion of students with learning disabilities and towards curricular adaptations. Findings indicate that teachers’ knowledge of the topic is partial, whereas teachers’ attitudes towards inclusion are positive with regard to the three aspects of the research. The study yielded a need to incorporate the …

Improving The Web Mastering Curriculum For The Included Classroom, Charles Zascavage, Victoria Zascavage Ph.D.

Electronic Journal for Inclusive Education

Following the mandates of the 2004 Individuals with Disabilities Deduction Improvement Act (IDIEA) and No Child Left Behind (2001) high schools have included students with cognitive disabilities into business classes. Although some teachers believe that the inclusion of mild to moderate intellectually disabled students into the general business education classroom may increases academic achievement for the special needs student; it continues to be widely debated as to whether it benefits the typical student or not. This study examined the issues of inclusion from the perception of a business faculty member, a special education district supervisor, a high school special education …

Examining The Relationship Between Early College Credit And Higher Education Achievement Of First-Time Undergraduate Students In South Texas, Carl A. Saltarelli Ph.D.

Electronic Journal for Inclusive Education

The purpose of the study was to examine the relationship between early college credit and the success of first-time undergraduate students in South Texas. Many high school graduates are entering college with credits earned while they were enrolled in high school. Researchers have examined the value of early college credit in easing students’ transition from high school to college. Additionally, researchers have investigated the value of early college credit in enhancing students’ early college persistence rates. This researcher focused on the relationships between early college credit and college student achievement of first-time undergraduate students. In the study, student achievement was …

Quality Of Sports Participation By Pupils With Disabilities In Inclusive Education Settings In Masvingo Urban, Martin Musengi Ph.D., Tapiwa Mudyahoto Ph.D.

Electronic Journal for Inclusive Education

The study sought to analyze the extent to which pupils with disabilities participated in sports and Physical Education in inclusive education settings. To this end, it examined how sports are adapted to suit these pupils and explored other factors which contributed to the pupils’ benefit or lack of benefit from sports. A qualitative descriptive survey design which employed questionnaires and structured interviews collected data from 30 primary school pupils with disabilities, 20 primary schoolteachers and five school heads. The study found that teachers and non-disabled peers have low expectations of pupils with disabilities as potentially competent athletes. The teachers view …

Students With Learning Disabilities: The Application Of Goffman's Stigma In The Inclusive Classroom, Christina Deroche

Electronic Journal for Inclusive Education

This case study provides a qualitative glimpse into one inclusive classroom in Northern Ontario. It explores the nature of peer interactions of students with learning disabilities (LD) and uses Goffman's concept of stigma to analyze how students with LD react or act within the classroom. Twenty-five children were observed on a daily basis for seven weeks and participant observation was the primary method of data collection. Of these 25 children, 9 had a LD. This study found that sadness, aggression, and competence were recurring themes in student-peer interactions. This study reveals that the major themes presented reflect what studies have …

Teacher And Students' Perceptions Of A Modified Inclusion Classroom Environment, Elizabeth Kirby Fullerton Ph.D., Caroline Guardino Ph.D.

Electronic Journal for Inclusive Education

The purpose of this study was to examine how modifying the inclusion classroom impacts teacher and students’ perceptions of their learning environment. Prior to intervention the teacher was interviewed providing information about her preferred modifications. Following the intervention the teacher completed a rating scale and a post interview. The students completed a classroom environment student survey (CESS), to assess their perceptions of the classroom before, during, and after modifications were made. Twenty fourth grade students, as well as their teacher participated in the study. Implications for practitioners and researchers are discussed.