The Relation Between Observations Of Students With Behavioral Disorders And Academic Success,
2015
Marshall University
The Relation Between Observations Of Students With Behavioral Disorders And Academic Success, John Ryan Simon
Theses, Dissertations and Capstones
Students classified as having emotional and behavior disorders are students who struggle with controlling their behavior and emotions. Students with behavior disorders have been integrated into classrooms, but often they are removed from the general education classroom because of inappropriate behaviors. This problem becomes perpetual and causes deficits in many academic subjects for students with EBD. Direct observations (DO) are often used to track behavior performance in the classroom and to determine eligibility. The purpose of this research is to determine if there is a relation between the number of direct observations of high school students with behavior disorders and …
To “Achieve” Or Not To “Achieve”,
2015
Marshall University
To “Achieve” Or Not To “Achieve”, Jodi Nicole Sergent
Theses, Dissertations and Capstones
Reading levels can be assessed through lexile measures, which determine and calculate growth through goals set by Individualized Education Programs (IEPs). IEPs are based on specific Content Standard Objectives (CSOs) of each student set by national and state mandates. Objectives listed in each student’s IEP can be met through specialized instruction with the use of specific strategies in an effort to increase student learning. Achieve 3000 is a technology-based reading comprehension program that focuses on specific needs of students in order to provide reading material at each student’s reading level. Students have the opportunity to read the same material as …
Nontraditional Pre-Service Teachers: What They Learn From Inclusion Literature,
2015
York College, Pennsylvania
Nontraditional Pre-Service Teachers: What They Learn From Inclusion Literature, Kimberly Sutton
Electronic Journal for Inclusive Education
Characterized by work, financial, and family demands, nontraditional students are an increasing population in university teacher education programs. Typical teacher education programs include at least one course on the education of students with special needs, and faculty may address perceived weaknesses of the course textbook by supplementing it with "inclusion literature," narratives written by or about individuals with disabilities. Although inclusion literature has been documented to be of value, to date there has been no research that specifically examined the use of inclusion literature with nontraditional pre-service teachers. This qualitative study examined the impact of inclusion literature on a population …
Limits And Perspectives For The Promotion Of The Inclusive Culture And Paradigm Within School Context: Theoretical Considerations And Empirical Findings From Greece And Hungary,
2015
University of Crete
Limits And Perspectives For The Promotion Of The Inclusive Culture And Paradigm Within School Context: Theoretical Considerations And Empirical Findings From Greece And Hungary, Elias Kourkoutas, Agnes Nemethne Toth, Elena Vitalaki
Electronic Journal for Inclusive Education
The basic tenets of the "inclusive paradigm" in relation to pupils with Special Educational Needs are presented and analyzed in the first section of this paper. Also the findings from recent studies in Greece and Hungary referring to the perceptions of teachers regarding the possibilities of full inclusion of these students in mainstream schools are presented and discussed. Based on these data, at the final section of this paper, we also discuss the likelihood of building and "implementing" an innovative inclusive paradigm in mainstream school system, based on teachers' needs, and the demands and challenges of contemporary social and educational …
Addressing Barriers To Effective Rti Through School Counselor Consultation: A Social Justice Approach,
2015
The University of North Carolina at Pembroke
Addressing Barriers To Effective Rti Through School Counselor Consultation: A Social Justice Approach, Jeffrey M. Warren, Gretchen Robinson
Electronic Journal for Inclusive Education
Response to Intervention (RTI) is a culturally responsive framework developed to provide targeted, evidence-based instruction to all students in regular education settings. A goal of RTI is to reduce the disproportionate number of students of color referred for special education services. However, numerous barriers often prevent teachers from effectively engaging in the RTI process and serve to impede the delivery of instruction. School counselors can provide rational emotive-social behavior (RE-SB) consultation for teachers to address psychosocial barriers and promote social justice. This article outlines RTI, barriers to implementation, and how school counselors can advocate for all students through RE-SB consultation.
Issues Of Inclusive Education: Some Aspects To Be Considered,
2015
The Institute of Educational Research, Baku, Azerbaijan
Issues Of Inclusive Education: Some Aspects To Be Considered, Farid Suleymanov
Electronic Journal for Inclusive Education
The purpose of this article is to shed light on the aspects of inclusion which have proved to be essential for further development of newly founded inclusive education. The practice of inclusive education gets increasingly obvious in gains more support and interest in education system in almost all countries in the world. There is a distinctly declared agreement in the world that all children have the right to education regardless of their race, gender, nationality, disability and etc. And these agreements have been indicated in universally important documents. Over several decades the concept of inclusion has contributed a lot to …
Attitudes Between Students With Disabilities And Typically Developing Students,
2015
Marshall University
Attitudes Between Students With Disabilities And Typically Developing Students, Kristina Gore
Theses, Dissertations and Capstones
The purpose of this study was to determine the attitudes between students with disabilities and typically developing children as well as factors that may influence them. Ten students participated in the study. Five of the students had disabilities, and the other five students were considered typically developing. All participants were interviewed by the researcher. Interview results showed that students with disabilities and typically developing children are isolated from each other in the school environment despite the efforts of inclusion. Although, most students reported generally positive attitudes, responses indicated that two student groups are not offered enough opportunities to interact for …
Resilience: A Framework For Inclusive Pedagogy In A South African Context,
2015
University of Johannesburg
Resilience: A Framework For Inclusive Pedagogy In A South African Context, T. M. Makoelle, M. Malindi
Electronic Journal for Inclusive Education
The social ecology of resilience perspective sees resilience as the capacity of individuals to negotiate and navigate their pathways towards the resources that sustain well-being, the capacity of the individual’s physical and social ecologies to provide resilience resources, and the capacity of individuals, families and communities to negotiate culturally meaningful ways to share health-promoting resources. This means that resilience is a process that involves an individual’s own assets or strengths as well as those found in his or her physical social and ecology. Inclusive education, on the other hand, is a discipline that allows learners whose socio-economic circumstances, physical disability …
Teachers’ Attitudes And Perceptions Of Inclusion In Relation To Grade Level And Years Of Experience,
2015
University of West Florida
Teachers’ Attitudes And Perceptions Of Inclusion In Relation To Grade Level And Years Of Experience, Marsha C. Barnes, Trudi Gaines
Electronic Journal for Inclusive Education
The practice of inclusion is increasingly evident in today’s schools and expectations continue to rise with respect to how all students perform on high-stakes standardized testing. Positive attitudes about inclusion and concomitant lower stress levels among teachers would provide the most conducive environment for positive student outcomes. The authors investigated the relationship between teacher grade levels, years of experience, and their attitudes and perceptions toward inclusion. It was hypothesized that teachers of lower grade levels and with fewer years of experience would have more negative attitudes toward inclusion. A previously developed survey instrument was used to gather data from teachers …
When Job Skills Are Not Enough: Transitioning Young Adults With Autism Spectrum Disorder,
2015
Marywood University
When Job Skills Are Not Enough: Transitioning Young Adults With Autism Spectrum Disorder, Francis Dematteo, Patricia S. Arter
Electronic Journal for Inclusive Education
The purpose of this paper is to describe transition outcomes of school-aged young adults with ASD enrolled in a university-based program that emphasizes vocational training and socialization with neuro-typical peers and adults. Although this program appears to integrate best practices for successful transition to employment, reports from parents and program alumni indicate that few graduates continue to work despite their acquired vocational and social skill repertoire. This trend supports the need for adopting a resource-based transition model to better utilize employment related resources in the family network and community.
Teachers Attitudes Toward Co-Teaching In Elementary Reading Classrooms,
2015
Marshall University
Teachers Attitudes Toward Co-Teaching In Elementary Reading Classrooms, India Stone
Theses, Dissertations and Capstones
Co-teaching occurs when a special and general education teacher instructs a classroom of students with and without disabilities through modifications to the core curriculum. The author wrote this paper to evaluate teacher attitudes toward co-teaching in elementary reading classrooms. During co-teaching, educators face several disadvantages such as lack of professional development, absence of co-planning, disagreements among modifications within the curriculum, and confusion with co-teaching approaches. The research within this paper describes the attitudes, issues, and strategies that educators experience through inclusive, co-taught elementary classrooms within the reading curriculum.
College Readiness Among High School Students With Special Education Needs,
2015
Augsburg College
College Readiness Among High School Students With Special Education Needs, Crystal Wolfgram
Theses and Graduate Projects
A large number of students who are graduating from high school are not prepared to be successful in a postsecondary environment. The purpose of this study was to determine what college readiness skills high school students with special educational needs developed prior to graduation. Through qualitative methods, interviews were conducted and data was collected with four high school students with differing categories of disabilities, gender and post secondary expectations. Findings from the study indicated that the students' high school experiences impacted their high school performance, time management and self-advocacy skills, knowledge of services offered at college and meaningful relationships with …
The Perspectives Of Special Education Teachers On The Processes Involved In Ruling Out Language When Considering English Language Students For Specific Learning Disabilities Evaluations,
2015
Augsburg College
The Perspectives Of Special Education Teachers On The Processes Involved In Ruling Out Language When Considering English Language Students For Specific Learning Disabilities Evaluations, Debra Wynn
Theses and Graduate Projects
The purpose of this qualitative study was to better understand how special education teams are making decisions regarding ruling out language proficiency when considering English Learners for a Specific Learning Disability (SLD) evaluation. This information was obtained through the perspectives of multi-categorical special education teachers. Data was collected through interviews with seven teachers from five different elementary schools. Five themes emerged from the data: (a) Let's start with Interventions (Tier 2), (b) Next let's figure out what is going on (Pre-referral team), (c) Who can we rely on to help us? (Trust of team members), (d) What can we use …
Increasing Consistency, Accuracy And Compliance Through District Wide Fbas And Bips,
2015
Augsburg College
Increasing Consistency, Accuracy And Compliance Through District Wide Fbas And Bips, Elizabeth A. Ott
Theses and Graduate Projects
This leadership application project set out to increase the consistency, accuracy, and compliance of FBAs (Functional Behavioral Assessments) and BIPs (Behavior Intervention Plans) in one school district. Prior to streamlining the process, the district had upwards of 10 different forms that teachers were utilizing. By referencing studies and research conducted by the state of Wisconsin (Cooperative Educational Service Agency l2), Zirkel (2011) and other researchers, present forms were evaluated by set criteria to determine compliance to best practices. The result was adopting a traditional form that encompasses all necessary components of a FBA and BIP, the creation of a more …
Parents' Perspectives On Community Integration And Social Inclusion Of Children With Autism,
2015
Augsburg College
Parents' Perspectives On Community Integration And Social Inclusion Of Children With Autism, Sue Bresnehan
Theses and Graduate Projects
The purpose of this qualitative action research study was to examine parents' perspectives on community integration and social inclusion of their elementary and middle school age children with autism and developmental cognitive disabilities. The information obtained addresses the research question: How can I as a teacher help parents with community integration and social inclusion of their children? The data was collected through four face-to-face interviews. All of the participants' children have developmental disabilities of Autism Spectrum Disorder (ASD) as well as cognitive delays and communication disabilities. Four themes emerged from the data; (a) what is working, (b) what is challenging, …
Beyond A Planner: Effective Study Skills Instruction For Student With Disabilities In Preparation For Success In Postsecondary Education And Training,
2015
Augsburg College
Beyond A Planner: Effective Study Skills Instruction For Student With Disabilities In Preparation For Success In Postsecondary Education And Training, Marlene R. Desmarais
Theses and Graduate Projects
Students with disabilities face many unique challenges in life but one of the most impactful and challenging moments they will face is the transition from high school to postsecondary education. This new phase in their lives is filled with dramatic changes and can prove to be especially troubling for students with disabilities. Yet, if these students receive the proper training prior to leaving high school, they may experience a smoother transition and ultimately achieve their goals and dreams. Through qualitative methods using narrative and descriptive approaches, this research investigated what study skills are the most important to teach to high …
Effects Of Common Core Curriculum Standards On High School Students With Disabilities,
2015
Walden University
Effects Of Common Core Curriculum Standards On High School Students With Disabilities, Nancy Beth Thompson Loedding
Walden Dissertations and Doctoral Studies
This case study examined the effect of implementing the Common Core Curriculum Standards (CCCS) on students with disabilities (SWD) in a county in northeast Georgia. The study investigated teachers' perceptions regarding the effect of implementing the CCCS in high school English language arts and mathematics classes on the academic success of SWD and their ability to graduate from high school with a regular diploma. Information was also gathered to determine if teachers offered additional supports to SWD as part of the increased academic expectations of the CCCS. In addition, teachers were asked about the preparation they received prior to teaching …
Raising Texas State Biology Exam Achievement Scores For Students With Disabilities,
2015
Walden University
Raising Texas State Biology Exam Achievement Scores For Students With Disabilities, Nancy Kay Larkin
Walden Dissertations and Doctoral Studies
The No Child Left Behind Act changed the way educators taught students with disabilities (SWD), as this population has now become part of all districts' annual yearly progress. The problem this qualitative study addressed was that many biology teachers in a Texas suburban district were not effectively implementing evidence-based strategies for SWD. The study's conceptual foundation was based on Vygotsky's cognitive development theory that students achieve at higher levels when working in their zone of proximal development with support from peers or adults. The guiding question was intended to determine what strategies biology teachers were using to provide this support …
Stress Levels Of Parents Of Homeschooled Versus Public-Schooled Special Needs Children,
2015
Walden University
Stress Levels Of Parents Of Homeschooled Versus Public-Schooled Special Needs Children, Lorrance Ann Wehrmann
Walden Dissertations and Doctoral Studies
Although all families in the United States experience stress, families of children with special needs frequently experience prolonged periods of stress. Prolonged exposure to stressful circumstances increases their vulnerability to financial, physical, and social strain. With the continuing increase in the prevalence of children who have special needs, it is vital to examine the efficacy of different educational approaches on parental stress. It is unclear whether there are differences in stress levels for families of homeschooled versus public-schooled children with special needs. Using the family adjustment and adaptation response model, the purpose of this quantitative, ex post facto study was …
Silence Improves Anxiety Levels And Test Scores Among Children With Disabilities,
2015
Walden University
Silence Improves Anxiety Levels And Test Scores Among Children With Disabilities, Hanna Matatyaho
Walden Dissertations and Doctoral Studies
Students with disabilities may experience more anxiety when taking a test than do students without a disability. The purpose of this study was to assess whether a technique called 1-minute of silence reduces anxiety and improves test scores among students with disabilities. The theoretical framework for this study was the theory of planned behavior/reasoned action and the health belief model. Two research questions were used, one to determine the difference in anxiety levels in students with special needs and the other to determine the difference in New York State (NYS) Math posttest scores in children with special needs (no silence, …
