Technology And Transition In The 21st Century,
2015
University of Massachusetts Boston
Technology And Transition In The 21st Century, Ryan Kellems, Meg Grigal, Darlene Unger, Thomas Simmons, Debra Bauder
All Institute for Community Inclusion Publications
Sarah is a 17-year-old with autism spectrum disorder who is not sure what she wants to do once she graduates in a year. She has been enjoying working at her high school job—a copy center—for the past 3 years. She loves being around people and interacts well with her coworkers and customers. Sarah struggles, however, in remembering all that is required of her and has a hard time remembering the processes for different tasks, such as making copies. Although she has enjoyed her experience, Sarah wants to begin a career in something she loves. The problem is that Sarah does …
Services Received And Parental Perception Of Quality Of Life For Children With Autism Spectrum Disorder,
2015
University of South Carolina
Services Received And Parental Perception Of Quality Of Life For Children With Autism Spectrum Disorder, Judith Marie Cholewicki
Theses and Dissertations
With the rapid increase in the rate of children diagnosed with Autism Spectrum Disorder (ASD), there has been a surge in treatment interventions and outcome measures. Treatment interventions consist of evidence-based practices and programs that lack scientific validation. Parents’ selection of a treatment or multiple treatments is often based on the desire to maximize their child’s personal well-being (Pituch et al., 2011; Rodger, Braithwaite, & Keen, 2004). Current outcome measures provide valuable information and may demonstrate a change in a standard score. For example, a change in intelligence quotient, is not evidence that this change contributes to the child’s personal …
Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom,
2015
Walden University
Perceived Self-Efficacy Of Secondary General Education Teachers In The Inclusion Classroom, Pamela Sime-Cummins
Walden Dissertations and Doctoral Studies
Teacher self-efficacy (TSE) has been linked to the academic success of students. This association has been found in contexts where teachers have received training relevant to working with the student population being served. In the suburban Pennsylvania school district targeted in this study, there was little district-sponsored professional development (PD) available to general education teachers regarding strategies for teaching students with disabilities in the inclusion setting. The purpose of this quasi-experimental study was to determine whether a difference exists in perceived TSE when instructing in the inclusion setting compared with the traditional setting, and whether an association exists linking prior …
A Mixed-Methods Investigation Of Heterogeneously Grouped Inclusion Students At Southeast High School,
2015
Walden University
A Mixed-Methods Investigation Of Heterogeneously Grouped Inclusion Students At Southeast High School, James Paul Ferry
Walden Dissertations and Doctoral Studies
Inclusion education led to academically-homogeneous grouping of students at southeast high school. Administratively, the decision was made to increase rigor, inclusion students would be grouped heterogeneously in senior economics classes. Guided by Dewey's pragmatic theory, the purpose of this sequential, explanatory, mixed method study was to investigate whether a significant difference exists in the course passing rates, end-of-course test (EOCT) scores, and graduation rates between inclusion students in heterogeneous classes and those in homogeneous classes and how participants perceived the grouping. Archival data (N = 42) on student instructional grouping, passing rates, EOCT scores, and graduation rates were analyzed using …
General Education And Special Education Teachers' Attitudes Toward Inclusion,
2015
Walden University
General Education And Special Education Teachers' Attitudes Toward Inclusion, Carmen Yvette Charley
Walden Dissertations and Doctoral Studies
Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and 3 subscales), gender, education level, teacher type, and grade level taught were predictors of Teachers' Attitudes Toward …
Early Childhood Teacher Perspectives Of Developmentally Appropriate Use Of Computer Applications,
2015
Walden University
Early Childhood Teacher Perspectives Of Developmentally Appropriate Use Of Computer Applications, Heather S. White
Walden Dissertations and Doctoral Studies
There is little evidence in the literature that early childhood (EC) teachers are using developmentally appropriate practices (DAP) in implementing computer applications in their classrooms. The purpose of this study was to identify EC teachers' perspectives about the use of developmentally appropriate computer applications and to identify their perspectives on strategies for implementing change toward greater use of developmentally appropriate computer applications. The study was based upon Joseph and Reigeluth's conceptual framework of systemic change processes, which provides educators with the foundation to achieve sustainable changes. The research questions that guided this qualitative case study were designed to obtain teachers' …
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes,
2015
Walden University
The Perceptions And Experiences Of General Education Teachers Toward Cotaught Inclusion Classes, Beth Milhoan Feustel
Walden Dissertations and Doctoral Studies
This project study addressed the low rate of general education teachers volunteering to coteach inclusion classes at a large urban high school in southeastern Georgia. This low volunteer rate caused administrators at this school to assign general education teachers, who did not opt in, to coteach inclusion classes. Teachers' efficacy was negatively impacted when they were required to teach classes that they did not volunteer to teach. The model of cooperative teaching advanced by Bauwens, Hourcade, and Friend's work served as the conceptual framework for this intrinsic case study. The purpose of the study was to examine how general education …
The Personal Creed Project: Portal To Deepened Learning,
2015
University of Tennessee, Knoxville
The Personal Creed Project: Portal To Deepened Learning, John Creger
The Journal of the Assembly for Expanded Perspectives on Learning
The founder of an influential and transformative writing project reflects on its grounding in Moffett’s philosophy and presents the model of learning that grew out of it.
Graduate Bulletin, 2015-2016,
2015
Minnesota State University Moorhead
Graduate Bulletin, 2015-2016, Minnesota State University Moorhead
Graduate Bulletins (Catalogs)
No abstract provided.
Characters On The Autism Spectrum In Young Adult Inclusion Literature,
2015
University of Hawai'i, Manoa
Characters On The Autism Spectrum In Young Adult Inclusion Literature, Courtney A. Tsumoto, Rhonda S. Black
Electronic Journal for Inclusive Education
The purpose of this study was to analyze disability portrayals in 14 young adult literature (YAL) novels featuring characters with autism spectrum disorders (ASD) according to the elements of characterization, plot, and theme. Results revealed that characters were frequently portrayed as competent, multidimensional, and neither as a hero nor a victim. Characters with ASD commonly spoke for themselves through a first-person perspective and were generally portrayed in an accurate manner facing conflicts similar to same-age peers. Plots focused on what the character could do, however, some plot events seemed contrived rather than realistic, with the climax and resolution often focusing …
Exploring The Effects Of Reading Young Adult Literature That Portrays People With Disabilities In The Inclusion Classroom,
2015
University of Idaho
Exploring The Effects Of Reading Young Adult Literature That Portrays People With Disabilities In The Inclusion Classroom, Janine J. Darragh
Electronic Journal for Inclusive Education
This intervention study examined the impact of reading young adult novels that portray people with disabilities on the attitudes of 229 eighth grade students. Students’ beliefs and intentions to interact with peers with disabilities were measured on three occasions utilizing the Shared Activities Questionnaire (Morgan, Walker, Bieberich & Bell, 1996, Unpublished manuscript) and the Adjective Checklist (Siperstein, 1980; Siperstein & Bak, 1977). First, all students took the attitudinal surveys. Half of the students then read and responded to a book that portrays a character with a disability, while the other students read a novel without disability portrayals. All students then …
The Impact Of Preferred Characters In Teaching Community Sign Reading To Students With Moderate Intellectual Disabilities,
2015
University of Kentucky
The Impact Of Preferred Characters In Teaching Community Sign Reading To Students With Moderate Intellectual Disabilities, Mallory Evans
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
The purpose of this study was to determine the impact of using preferred characters with a constant time delay instructional procedure to teach community sign reading to three students with moderate intellectual disability with the definitions of the signs as non-targeted information. An adapted alternating treatments design was used to evaluate the effectiveness and efficiency of the preferred characters on acquisition of the community signs. Pre- and post- assessments were conducted on acquisition of the non-targeted definitions, as well as generalization of the signs and their meanings. The results indicated that all students learned the target signs and they learned …
Using Commercially Available Picture Activity Schedules And System Of Least Prompts To Teach Lego Assembly,
2015
University of Kentucky
Using Commercially Available Picture Activity Schedules And System Of Least Prompts To Teach Lego Assembly, Lauren A. Sherrow
Theses and Dissertations--Early Childhood, Special Education, and Counselor Education
This study investigated effects of commercially available picture activity schedules (PAS) and system of least prompts (SLP) to teach recreation skills to four high school students with Autism Spectrum Disorders and intellectual disabilities using Lego sets. Results were evaluated through a multiple probe across participants design and indicate that a combination of PAS and SLP was effective for teaching the students to build Lego sets. All students improved their ability to build and were able to generalize the skill to novel sets after the completion of intervention. Limitations and implications for future practioners are discussed.
The Impact Of Video Modeling Combined With Skillstreaming Teaching Procedures On The Social Interaction Skills Of Middle School Aged Students With Autism Spectrum Disorders,
2015
University of Central Florida
The Impact Of Video Modeling Combined With Skillstreaming Teaching Procedures On The Social Interaction Skills Of Middle School Aged Students With Autism Spectrum Disorders, Onur Kocaoz
Electronic Theses and Dissertations
This purpose of this study was to investigate the effectiveness of an intervention package that combined Skillstreaming procedures for the development of social skills with the use of video modeling for middle school students identified with ASD. Specifically, the purpose of this study was to determine if the video modeling intervention package has an impact on social skill performance of three middle school-aged students with ASD. A multiple probe design across participants was employed to assess the effects of the video modeling intervention package on two beginning social skills (i.e., initiate greetings and initiate a conversation). The participants were three …
Full‐Semester And Time‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload,
2015
University of Nebraska at Omaha
Full‐Semester And Time‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload, Shari L. Deveney, Amy F. Teten, Mary J. Friehe
Special Education and Communication Disorders Faculty Proceedings & Presentations
This poster discusses: Background, Research Question, Methods, Results, Conclusions, Clinical Implications, and Limitations & Future Directions.
“Dosage” Decisions For Early Intervention Services,
2015
University of Nebraska at Omaha
“Dosage” Decisions For Early Intervention Services, Miriam E. Kuhn, Christine A. Marvin
Special Education and Communication Disorders Faculty Publications
Evan is 2 years old. He has been referred by his pediatrician to the early intervention program in his small town due to signs of global developmental delay. Evan says two words—ma (for mom, dad, or grandma) and ba (for bottle). He is still on a bottle and rejects many table foods. Evan began walking 4 months ago, and still falls down quite a bit. Although his parents report that Evan is generally a happy toddler, when he becomes upset, he is prone to intense temper tantrums that include screaming and kicking. His parents handle these episodes in a calm, …
Full‐Semester And Time‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload,
2015
University of Nebraska at Omaha
Full‐Semester And Time‐Compressed Fluency Disorders Course: An Evaluation Of Student Perceptions Of Competence, Satisfaction, And Workload, Shari L. Deveney, Amy F. Teten, Mary J. Friehe
Special Education and Communication Disorders Faculty Publications
This article addresses the effectiveness of a time-compressed four-week course format compared to a full-semester 16-week format for a graduate-level course. Participants were 78 students enrolled in a speech-language pathology course, fluency disorders. No significant differences were noted for student competency self-perceptions. However, time-compressed students reported significantly higher levels of course satisfaction and workload difficulty.
Friendship And Autism: A Multiple Case Study Ecological Exploration Of Student, Teacher, And Peer Factors Relating To The Social Network And Feelings Of Loneliness Of Students With Autism Spectrum Disorder In General Education Elementary Classrooms,
2015
University of Kentucky
Friendship And Autism: A Multiple Case Study Ecological Exploration Of Student, Teacher, And Peer Factors Relating To The Social Network And Feelings Of Loneliness Of Students With Autism Spectrum Disorder In General Education Elementary Classrooms, Jessica Birdwhistell
Theses and Dissertations--Educational, School, and Counseling Psychology
The number of children diagnosed with an autism spectrum disorder (ASD) who are being served in the public school system has increased dramatically in recent years. During an increased focus on inclusion within education, research shows that students with ASD educated in the general education classroom generally do not have as many friends as their peers without ASD. However, some students with ASD are found to have more friends than other students with ASD. Therefore, additional research must explore potential factors that may be influencing the success with which students with ASD form friendships within the general education classroom. Using …
School Psychologists Experiences With Assessment Of Culturally And Linguistically Diverse Students,
2015
Philadelphia College of Osteopathic Medicine
School Psychologists Experiences With Assessment Of Culturally And Linguistically Diverse Students, Mali Y. Land
PCOM Psychology Dissertations
This qualitative research study responds to school psychologists’ experiences in assessment of culturally and linguistically diverse students. African Americans and other minority groups have been excessively represented in special education programs such as Mentally Retarded and Emotionally Disturbed Programs. English Language Learners have also been targeted and placed in special education programs unfairly due to culture and language. This research study used grounded theory approach in which several themes and sub-themes emerged regarding the serious problem of over-representation of minority students in special education. The themes and sub-themes included: Referrals (Behavior, Academic, Pre-referral); Materials (Tools); Culturally Competent (Reflection and Essence); …
Professional Counseling For Children With Sensory Processing Disorder,
2015
Old Dominion University
Professional Counseling For Children With Sensory Processing Disorder, Emily Goodman-Scott, Simone F. Lambert
Counseling & Human Services Faculty Publications
Sensory processing disorder is a complex neurological disorder affecting approximately 5–17% of the population, yet professional counselors often misunderstand and misdiagnose this disorder. A child’s academic, emotional and social functioning can be substantially impacted by sensory processing disorder; early diagnosis and treatment is crucial. In this article, the authors describe the disorder, discuss its impact on children and their families, and provide recommendations and resources for both mental health counselors and school counselors to utilize when serving this unique population with special needs. A case study is included, in addition to suggestions for treatment collaboration and advocacy on behalf of …
