Special Education and Teaching Commons^™

An Assessment Of The Effectiveness That Nild Educational Therapy© Has On Math, Reading, And Written Language Outcomes For Middle School Students With Academic Underachievement, Dawn Marie Brittingham

Doctor of Education (Ed.D)

In the last forty years, the National Institute of Learning Development (NILD) spent time researching and cultivating the methodologies currently utilized in the cognitive mediation involving students struggling with academic underachievement. Research conducted over the last twenty years bares the efficacy and robustness that cognitive components of NILD provided to academic underachievers. Research focused on student populations enrolled in NILD Educational Therapy© (ET) divulged how NILD ET furnished research-based, cognitive techniques that scaffolded student-learning propensity. In recent years, researchers who studied academically underachieving students focused on the elementary-aged struggling learner population. In this dissertation, the researcher investigated students in the …

A Transcendental Phenomenological Study On The Experiences Of Christian School Teachers Educating Students With Autism Spectrum Disorder, Gale Dionne Hall

Doctoral Dissertations and Projects

The purpose of this qualitative transcendental phenomenological study is to describe the experiences of 13 Christian school teachers, who for at least six months, educated students with ASD in three Christian Schools in Hampton Roads Virginia. While information is available for the experiences of public school educators, the experiences of Christian school teachers who educate students with ASD has yet to be examined. Thus, the central research question addressed how Christian school teachers describe their experiences with students with ASD and was guided by the theoretical framework of Milton Rokeach’s theory of organization and change within value systems. I obtained …

The Impact Of Co-Teaching On Mathematics Achievement Of Middle School General Education Students, Jarrod Bingham

Doctoral Dissertations and Projects

To accommodate the presence of special education students in general education classrooms, many schools have implemented collaborative teaching or co-teaching, a model in which two or more teachers share responsibility for a group of students. While myriad research has demonstrated that this model benefits special education students, very little researchers have examined the effect of co-teaching upon the general education student, who often outnumber the special education students. The purpose of this quantitative causal-comparative study was to investigate co-teaching’s impact upon the mathematic achievement of general education students. The independent variable in this study was students’ placement into either a) …

Autism And Inclusion In England’S Multi Academy Trust: A Case Study Of A Senior Leadership Team, Danielle Lane

USF Tampa Graduate Theses and Dissertations

In this study, I explore how the senior leadership team at an Academy Trust in England understands and operationalizes inclusion, particularly for pupils whose learning profile includes autism. England’s policies regarding inclusion appear to focus on the placement of pupils with disabilities in the mainstream provision; however, the Academy Trust, a specialist provision, suggests their school is inclusive. Gaining insight into the senior leadership team’s understandings and operationalization of inclusion will provide further understandings of inclusion in Multi Academy Trusts that are specialist provisions. In this study, I examine the understandings of eight members of a senior leadership team at …

Supervision Behaviors Of Board-Certified Behavior Analysts With Precertification Candidates, Zahra Hajiaghamohseni

Theses and Dissertations

With the rapid increase in the rate of board-certified behavior analysts (BCBAs), there has been a need to evaluate the state of precertification supervision practices. There is no comprehensive information available on the supervision practices of BCBA/BCBAs used with precertification candidate supervisors. Current recommended supervision practices are derived from the Professional and Ethical Compliance Code (PECC) 5.0 Behavior Analyst as a Supervisor. Leaders in the field have attempted to further define individual behaviors that support compliance with 5.0 Behavior Analyst as a Supervisor (LeBlanc, Heinicke, & Baker, 2012; LeBlanc & Luiselli, 2016; Sellers, Alai-Rosales, & MacDonald, 2016, 2016; …

Overview Of The 2018 Inclusion In Science, Learning A New Direction, Conference On Disability (Island), Cary A. Supalo, Jasodhara Bhattacharya, Daniel Steinberg

Journal of Science Education for Students with Disabilities

No abstract provided.

Fun Reading Practice?: Strategies And Evidence From A One-On-One Reading Intervention, Caddabra Brown

Andrews University Teaching and Learning Conference

Based on the Response To Intervention (RTI) model, about 5% - 10% of students do not respond to generalized or small group instruction. These students need direct instruction delivered with an individualized format during which they receive an increased number of opportunities to practice with immediate corrective feedback. However, these practice sessions can be met with resistance. This is moreso the reality among at-risk readers and boys. In this presentation, creative, engaging, multisensory approaches useful for practicing reading skills will be discussed and demonstrated. These approaches are useful for teachers, school psychologists, interventionists, and parents.

Saudi Special Education Preservice Teachers’ Perspective Towards Inclusion, Sarah Binmahfooz

USF Tampa Graduate Theses and Dissertations

In Saudi Arabia, students with disabilities have historically received education in special and segregated schools. As times progressed, regulations and laws changed the manner in which students with disabilities were served. Regulations order that students with disabilities be educated in the least restrictive environment; however, preservice teachers’ perspectives continue to differ in regard to working with students with disabilities in a general education setting. Research has shown that teachers who portray positive attitudes towards inclusion are more likely to work with students with disabilities in an inclusive classroom (Dev & Hayes, 2015). Today, inclusion has occurred in schools around the …

From The Co-Editors..., Todd Pagano, Sami Kahn

Journal of Science Education for Students with Disabilities

No abstract provided.

Hidden Curriculum In A Special Education Context: The Case Of Individuals With Autism, Mona F. Sulaimani, Dianne M. Gut

Journal of Educational Research and Practice

This article examines the issue of hidden curriculum as it pertains to the experiences of individuals with disabilities, primarily those diagnosed with autism disorders. Examining the assumptions regarding the hidden curriculum, this article explores the challenges these assumptions create for individuals with autism. We provide suggestions for how these challenges could be overcome through the use of specific strategies.

Outcomes Of The Boss Classroom Management Program Among Adults With Intellectual Disabilities, Mick Needham, Peter Ross, Karen Slonski, Steven Wells, Andrew W. Wood

Journal of Educational Research and Practice

There is a current and growing need for evidence-based practices aimed at improving the social skills of adults with intellectual disabilities (ID). Despite an abundance of research on strategies to improve the social skills of young children with ID, there is limited research on interventions aimed at improving prosocial behaviors of adults with ID. A behavioral skills training approach was used to teach frontline, direct support professionals (DSPs) to implement a classroom management strategy called the Behavioral Opportunities for Social Skills (BOSS) program with adults with ID who lived in the community. The results showed that DSPs’ delivery of behavior-specific …

Choice As An Antecedent Intervention Provided To Children With Emotional Disturbances, Alexandra J. Taylor

Graduate Theses, Dissertations, and Capstones

It is estimated that 0.7% (349,000) of students aged three to 21 have been diagnosed with an emotional disturbance (ED; NCES, 2018). Students with ED typically demonstrate social, behavioral, and academic deficiencies within the school setting. A large part of educating students with ED is providing positive behavior interventions and supports (PBIS) embedded within the structured school day. Antecedent behavior interventions (ABI), including the provision of choice-making opportunities, are examples of effective practice within the PBIS framework. Although there have been studies addressing choice-making for students with ED, most of the literature has focused on choice-making provided during mathematics and …

You Must Know Them Before You Can Grow Them, Beatrice "Bea" Lewis

National Youth Advocacy & Resilience Conference

It is an inescapable truth that schools must learn as much about their students and their experiences in order to create a culture built on relationships, which is the cornerstone to student learning. The dynamics and complexities of building positive relationships with students are impacted when teachers’ attitudes, values, and biases conflict with school culture. In this interactive “real talk” session, participants will examine their own biases and attitudes that may be hindering the cultivation of positive relationships. Participants will be introduced to a variety of approaches that can be used to evaluate the values, beliefs, and attitudes that are …

Dental Professionals' Preparedness To Manage The Behaviors Of Patients With Autism Spectrum Disorder During Dental Treatment: A Phenomenological Study, Kelli A. Trenga

Doctoral Dissertations and Projects

The purpose of this transcendental, phenomenological study was to explore the preparedness of dentists and dental hygienists to manage the behaviors of patients with ASD during their dental treatments. The research focused on 12 participants who were novice or experienced dentists or dental hygienists, representatives of three states, and chosen from snowball and criterion sampling. The study was grounded in the adult experiential learning theory and the disability model. Data collection included long interviews face-to-face or via phone, open-ended-online surveys, and document analysis. The data was analyzed through the process of Epoche, transcendental-phenomenological reduction, imaginative variation, synthesis of meanings, and …

Independent Educational Evaluations As Issues Of Dispute In Special Education Due Process Hearings, William H. Blackwell, Mertie Gomez

Journal of Human Services: Training, Research, and Practice

This study examined the pertinent details and outcomes of special education due process hearings (n = 100) that addressed independent educational evaluations as an issue of dispute in a 14-state sample. Variables related to the frequency of these cases, the characteristics of students involved, the specific types of IEEs requested, and the other related issues and outcomes were coded and analyzed. Psycho-educational evaluations were addressed in the most due process hearings, followed by speech-language evaluations, and neuro-psychological evaluations. Statistically significant associations were identified between states regarding a) the extent to which IEEs are issues of dispute in due process …

Japan: Universal Design And Innovation, Lindsay Kravit

Capstone Collection

Recent trends in study abroad have seen a positive push for expanding diversity in student numbers; however, that push has generally not been targeted towards students with learning differences and disabilities (MIUSA, 2017). Though not exclusively tailored to participants with disabilities, The Japan: Universal Design and Innovation program is a summer program that builds participants’ knowledge, skills, and awareness in the topics of disability, access, and inclusion through the curricular/pedagogical methods of Experiential Learning and Universal Design. It takes place in Tokyo and Shizuoka Prefecture in Japan over the course of one month. It aims to challenge the concept of …

Sodium-Activated Potassium Channels Shape Peripheral Auditory Function And Activity Of The Primary Auditory Neurons In Mice, Daniël O.J. Reijntjes, Jeong Han Lee, Seojin Park, Nick M.A. Schubert, Marcel Van Tuinen, Sarath Vijayakumar, Timothy A. Jones, Sherri M. Jones, Michael Anne Gratton, Xiao-Ming Xia, Ebenezer N. Yamoah, Sonja J. Pyott

Department of Special Education and Communication Disorders: Faculty Publications

potassium (K+) channels shape the response properties of neurons. Although enormous progress has been made to characterize K+ channels in the primary auditory neurons, the molecular identities of many of these channels and their contributions to hearing in vivo remain unknown. Using a combination of RNA sequencing and single molecule fluorescent in situ hybridization, we localized expression of transcripts encoding the sodium-activated potassium channels KNa1.1 (SLO2.2/Slack) and KNa1.2 (SLO2.1/Slick) to the primary auditory neurons (spiral ganglion neurons, SGNs). To examine the contribution of these channels to function of the sGNs in vivo, we measured auditory brainstem responses in KNa1.1/1.2 double …

Effects Of Cooperative Learning Strategies On The Academic Self-Concept Of Special Education Students, Leah Flora Feldman

Theses and Dissertations

This study examined the effects of the cooperative learning strategy referred to as "think-pair-share" on the academic self-concepts of students both in general education classrooms and inclusive education classrooms. This study included 55 third grade students, nine of them with exceptional learning needs. The study took place during a 65 minute reading block in three different classrooms; two being general education and one being inclusion, over a period of eight weeks. One of the general education classrooms was held as the control group.

In both the non-control group general education class and inclusion classroom, the think-pair-share technique was implemented to …

Stem Faculty Experience Teaching Students With Autism, Solvegi Shmulsky, Ken Gobbo, Michelle W. Bower

Journal of STEM Teacher Education

College students who have an autism spectrum condition study in STEM fields at a higher rate than their neurotypical peers, and they face documented challenges in postsecondary education. Given the proportionally higher representation of autism in STEM majors, it is important to study what works best, from an educational standpoint, for this diverse group of students. The purpose of this qualitative study is to document the experience and insight of college faculty about unique learner qualities related to autism and the qualities most needed in STEM fields. In-depth interviews were conducted with 12 STEM faculty members about their experience teaching …

Brookings, South Dakota: Learning Lab, Doriane Paso

Empowering Research for Educators

The following paper explores the possibilities of education in one local setting using both an insider and outsider perspective. Education is a part of society, and as society changes, why should education not change with it?