Special Education and Teaching Commons^™

Determining If Trauma-Informed Practices Improve Behavioral, Academic, And Social-Emotional Outcomes For Students, Paige M.K. Newman

Master's Theses & Capstone Projects

This capstone project explores the impact of trauma-informed practices (TIP) on middle school students’ academic achievement, social-emotional development, and behavioral growth. Grounded in the understanding that adverse childhood experiences can significantly shape learning and behavior, the study investigates how intentional, school-wide trauma-responsive strategies support student success. Using a mixed-methods design, data were collected through classroom observations, academic performance measures, and social-emotional/behavioral screening tools, complemented by teacher and student surveys. Findings highlight positive correlations between consistent implementation of TIP and improvements in student engagement, emotional regulation, and on-task behavior, as well as modest but meaningful gains in academic outcomes. The project …

Improving Teacher Expectations For Students With Disabilities, Noah Kullmann

Master's Theses & Capstone Projects

Disability labels for students are indicators that are made known to classroom teachers before the beginning of the year and have the possibility to impact what a teacher might expect from a specific student. The purpose of this study was to better understand how disability labels impact the expectations that teachers have for students, and how providing training to teachers by informing them about the characteristics of a disability or research-based practices to use when teaching students with a specific disability impacts their initial expectations. The researcher administered five different surveys to a group of 31 high school and middle …

Trauma-Informed Practices At Lake Mills Community School, Rebecca R. May

Master's Theses & Capstone Projects

t is important to know what the staff at Lake Mills Community School (LMCS) understands about childhood trauma, how it affects student success, how to best meet the needs of students who have trauma history, and how willing staff are to participate in trauma-informed professional development. To gain more insight on the matter, a survey was conducted among the entire LMCS staff including certified teachers, paraprofessionals, administration, and auxiliary staff. The entire staff was selected because the small size of the district allows interaction between all staff and students. Of the 105 staff members, 45 members (43%) completed the first …

The Effectiveness Of Visual Schedules In Fostering Self-Regulation Among Middle Schoolers With Adhd, Autism, And Other Learning Disabilities, Triston Rew

Master's Theses & Capstone Projects

This paper explores the effectiveness of visual schedules in supporting self-regulation and on-task behavior among middle and high school students with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). Visual schedules are evidence-based tools that provide structured, predictable routines and help students transition between activities with reduced anxiety. A review of current research highlights their impact on increasing independence, reducing problem behaviors, and fostering engagement in both general and special education settings. The paper discusses studies that demonstrate measurable improvements in student outcomes, including reduced transition time and increased task completion. Additionally, teacher perceptions of visual schedules are examined, with …

Closing The Gap Between Students With And Without Individualized Education Plans, Mikayla Herron

Master's Theses & Capstone Projects

The achievement gap between students with and without individualized education programs continues to be a concern in early childhood education. Finding strategies and interventions that help narrow this gap is important, especially when children are young and the gap is still relatively small. This inquiry-based research study explored the use of the AI tool Buddy.ai to determine whether it could support preschool-aged students with IEPs in improving early learning skills. The study also considered general education teachers’ experiences working to close the achievement gap in inclusive classrooms. A mixed-methods approach was used. Quantitative data were collected through pre- and post-assessments, …

Increasing Play Opportunities To Improve Development And Health For Children, Kallie S. Ellis, Wendy Tremaine, Emily Bush

Fall 2025 OTD Capstone Symposium

Children with disabilities often experience reduced opportunities for meaningful peer play, which can negatively influence their physical, cognitive, and social-emotional development. Early childhood environments play a critical role in supporting inclusive participation, yet many barriers—physical, social, and environmental—limit access to developmentally rich play throughout the school day. The purpose of this capstone project was to develop, implement, and evaluate a Tier-1, school-based program designed to increase meaningful play opportunities for preschool children ages 3–6, with and without disabilities.

A needs assessment was conducted with teachers and parents to identify developmental concerns and participation barriers related to fine motor, gross motor, …

Assessing Cognitive Abilities In Students With Hearing Loss And Specific Learning Disabilities, Pooja Gupta, Corinna V. Cole, William H. Blackwell

Journal of Human Services: Training, Research, and Practice

This literature review synthesizes approximately 30 years of research on students from kindergarten through 12th grade with hearing impairments who are suspected of having a specific learning disability (SLD). Assessing SLDs in these students presents significant challenges, particularly when evaluating cognitive abilities using the Cattell-Horn-Carroll (CHC) theory of intelligence. This theory encompasses seven broad cognitive domains that influence academic success in reading, mathematics, and writing, including crystallized intelligence, fluid and sequential reasoning, long-term and short-term memory, visual processing, auditory processing, and processing speed. Since auditory processing is inherently affected in students with hearing impairments, this review excludes it from discussion. …

Supporting School Administrators’ Knowledge Of The Idea: What Do They Know And What Do They Think, Rachel Renae Garrison

Theses and Dissertations

School level administrators play a critical role in the implementation of obligations set forth by the Individuals with Disabilities Education Act (IDEA) in their schools. To implement these obligations administrators, need to know and understand the IDEA. Researchers have shown that administrators often graduate from their principal preparation programs with little to no instruction in special education law, often leaving them feeling unprepared. The research that has been done into administrator knowledge of the IDEA has shown mixed results in levels of knowledge across different areas. Researchers have also found inconsistencies in administrators’ reported perceptions of their knowledge when compared …

Predicting Major Depression Among Diverse Online Gamers: The Role Of Internet Addiction And Spirituality, Lindsay Lundeen, John R. Mccall

Counseling, Leadership, and Research Methods Faculty Publications and Presentations

This study analyzed whether religious or spiritual affiliation and therapy enrollment protect against symptoms meeting Major Depressive Disorder criteria beyond demographic, Internet addiction, and described therapy enrollment. Findings illustrated one risk factor and one protective factor associated with experiencing symptoms that meet Major Depressive Disorder criteria: impairments and dysfunctional self-regulation increased participant probability and risk, while religious or spiritual affiliation decreased the probability of and protected participants from depressive symptoms. The findings underscore the complexities of Internet addiction and depression symptoms among a population of diverse online gamers, highlighting a critical need for tailored counseling interventions.

Professor Perspectives: Inclusion Of Students With An Intellectual Disability In Transition Programming On A College Campus, Melissa Jane Massey

Electronic Theses and Dissertations

Students with intellectual disabilities (ID) are often unemployed or underemployed compared to students who do not have ID. Transition or postsecondary programming for students with ID has increased in recent years in response to the U.S. federal requirement for special education professionals to complete transition plans before students turn 16. The requirement for transition planning in Texas is age 14, and the ARD committee including the student and parent come together to develop goals for future planning. Transition plans include information on future employment, future independent living skills, and agency connections that students with ID may need to access to …

A Phenomenological Study Of Overcoming School Experiences Of Disability-Related Stigma To Gain Competitive Employment For Individuals With Learning Disabilities, Katherine Lamont

Doctoral Dissertations and Projects

The purpose of this hermeneutical phenomenological study was to interpret the experiences of overcoming disability-related stigma to gain competitive employment for individuals with learning disabilities (LDs) who have previously received special education services in public schools in the United States. Goffman’s stigma theory framed the investigation of the research question: What are the lived experiences of individuals with LDs who have received special education services in public school settings with overcoming disability-related stigma to gain competitive employment? This study was conducted with 12 participants, who each received special education services in public schools in the United States for a specific …

Describing The Retention Experiences Of Special Education Teachers In Rural California: A Phenomenological Study, Adriel Gama Reynoso

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the retention experiences of special education teachers who taught in rural elementary school districts in California. Retention was generally defined as a teacher who was influenced to stay with their district for a long time. The theory guiding this study was Herzberg’s two-factor theory of motivation-hygiene. This theory was particularly effective in addressing teacher retention because it provided a clear framework for understanding the factors that contribute to job satisfaction and dissatisfaction. This transcendental phenomenological study described the retention of special education teachers who taught in rural elementary school districts …

The Difference Of Self-Efficacy Between General And Special Education Teachers In Rural Elementary Co-Taught Classrooms: Quantitative Causal Comparative, Tilnisha Pritchard Rosser

Doctoral Dissertations and Projects

This quantitative causal-comparative study examined differences in teacher self-efficacy between general and special education teachers in co-taught classrooms within a rural school district in the southeastern United States. A convenience sample of 162 participants (99 special educators and 63 general educators) completed the short form of the Teacher Self-Efficacy Scale (TSES), which assesses instructional strategies, classroom management, and student engagement. The Mann-Whitney U test was used to compare student engagement scores, and a one-way ANOVA analyzed differences in instructional strategies, classroom management, and total self-efficacy. Findings indicated no significant difference in instructional strategies; however, special educators demonstrated significantly higher scores …

Developing Healthy Relationships: A Hermeneutic Phenomenological Study Of Twice-Exceptional Adults With Autism Spectrum Disorder, Autumn B. Matthews

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to explore and describe the lived experiences of developing healthy friendships for twice-exceptional adults with autism spectrum disorder (2e/ASD) in the southeastern United States. The theory guiding this study was Schlossberg’s transition theory, as it provided a framework for understanding how individuals navigate significant changes in relationships, routines, assumptions, and roles. The central research question guiding this study was: What do 2e/ASD adults in the southeastern United States experience as they develop healthy friendships? The study employed a qualitative design using van Manen’s hermeneutic phenomenology to capture the essence of participants’ lived …

The Relationship Between Language And Musical Skill Development In Individuals With Complex Communication Needs: Implications For Interprofessional Pedagogical And Research Practice, Lisa Pierce-Goldstein

Educational Studies Dissertations

The relationship between music and language has long fascinated scholars and educators. Observational and experimental research has yielded evidence of music’s positive impact on language development. However, research has largely focused on individuals who primarily use speech to communicate. Individuals with complex communication needs (CCNs), who use augmentative and alternative communication (AAC) to communicate, are underrepresented in the literature.

Purpose: The primary purpose of this study is to gain a deeper understanding of the relationship between language development and musical skill development in individuals with complex communication needs using alternative assessment tools: the Communication Matrix (CM; i.e., language) and the …

B. Hooks Elementary School’S Commitment To Inclusion: A Single Instrumental Case Study, Sadie Childs Cora

Educational Studies Dissertations

This study contributes to understandings of inclusive school reform by examining one school’s efforts to create a more equitable educational experience for all students. Despite widespread advocacy and legal mandates for inclusion, segregation of students with dis/abilities persists, along with significant achievement and opportunity gaps. Inclusion is one possible solution that is consistent with democratic values. This single instrumental case study was guided by three research questions focusing on how educators conceive of their efforts toward the inclusion of students with dis/abilities, changes made to support inclusion, and how educators define the success of inclusion efforts. Drawing on multiple data …

A Tale Of Two Schools: A Comparative Case Study Demonstrating Organizational Pathways To Educator Collaborations, Michael W. Valenti Ph.D., Duhita Mahatmya, Elizabeth Levine-Brown, Karen Celedonia, Tracy Sweet

Mid-Western Educational Researcher

Effective staff collaboration in schools maximizes educators’ collective capacity, improves educator and student outcomes, and facilitates school-wide improvement efforts. Yet, many school team members struggle to collaborate effectively. Previous studies have demonstrated individual and school-level factors that influence school-based collaborations. This study expands former research by comparing the varying administrative and environmental tools employed by two schools to shape relational networks and foster interpersonal capital. Specifically, this case study explores how school-level factors shape the development of school social networks and staff collaborative behavior. We use comparative case study analysis to explore how differences in individual-level and system-level factors influence …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites.

Descriptive Inquiry To Advance Democracy In Early Childhood Special Education Teacher Preparation, Soyoung Park, Rae Leeper

All Faculty and Staff Papers and Presentations

The field of early childhood special education continues to be dominated by deficit-based perspectives of young disabled children. In contrast, Descriptive Inquiry supports educators to see children as multifaceted and full of strengths, promoting the democratic aim of schooling to nurture individual human flourishing for the good of society. Through a qualitative discourse analysis, we explore how 36 graduate students applied Descriptive Inquiry to their work with young disabled children. We highlight four cases of graduate students and their focus children in this article. Our findings indicate that Descriptive Inquiry can serve an important means of advancing democracy for young …

Assessing The Assessors: A Study Of Teachers' Assessment Knowledge For Dhh Students, David R. Meek, Ashley N. Greene, Holly V. Metcalf, Erich A. Tucker, Sonia B. Arora

JADARA

This descriptive study examines Teachers of the Deafs’ (TODs) self-reported assessment knowledge, classroom practices, and preparation experiences. Using a survey based on the Pedagogical Content Knowledge (PKC) framework, we collected data from 89 certified TODs across the United States. Results indicate that while TODs understand the importance of assessment, many report inadequate preparation from their teacher training programs and rely primarily on on-the-job learning. Participants expressed concerns about the limited availability of appropriate assessments for Deaf and Hard of Hearing (DHH) students and challenges in adapting existing assessment tools. The findings highlight a need for enhanced assessment training in teacher …