Special Education and Teaching Commons^™

Case Study: Exploration Into Principal's Educational Leadership Training And Their Preparation To Lead Special Education Programs In Schools, Tyriq D'Shon Simmons

Doctoral Dissertations and Projects

The purpose of this case study was to explore the educational leadership training experiences in special education for school principals of public charter schools in Washington D.C. Guiding this study, is the theory of pedagogical content knowledge (PCK), contributed by Shulman (1986), and the social constructivist theory contributed by Lev Vygotsky (1978). These theories seek to explain the relationship between what principals are expected to know and do based on leadership content knowledge and practical application, specifically in terms of leading special education programs in schools. The central question of this study is: What are the experiences of school principals …

A Phenomenological Study: The Self-Efficacy Of Twice-Exceptional Students, Lisa Ann Glover

Doctoral Dissertations and Projects

The purpose of this transcendental, phenomenological study was to describe the perceived self-efficacy of twice-exceptional students in a singular school district located in the southeastern United States. The theories which guided this study are Swain and French’s affirmative model of disability, Deci and Ryan’s self-determination theory, and Bandura’s self-efficacy theory because students who view their disabilities in a positive sense may have greater self-determination and thus increased self-efficacy. The guiding research question for the study examined the shared perceptions of self-efficacy among twice-exceptional students. Data to examine this question were collected from 10 high school students at East Lake School …

Teacher-Student Relationships Influencing Classroom Management Of Challenging Behaviors: A Case Study, Kristen Slifko

Doctoral Dissertations and Projects

The purpose of this case study was to understand how teacher-student relationships influence classroom management of students with challenging behaviors for teachers of ninth- grade Multi-tiered System of Supports (MTSS) students at Blue High School. The theory guiding this study was Glasser’s choice theory. All human behavior is driven by the desire to satisfy the five basic needs: survival, freedom, fun, power, and love. Behaviors happen because of personal choices made in an attempt to fulfill those needs. This idea served as a framework for all research and data collection. The method used for this case study was qualitative with …

Be Who You Are: Social Identity And Social Disability As Experienced By 6th Grade Students With Learning Disabilities Educated In The Least Restrictive Environment: A Phenomenological Study, Kimberly P. Johnson

Doctoral Dissertations and Projects

The purpose of this phenomenological study is to describe the lived experiences of 6th grade students with learning disabilities educated in their least restrictive environment (LRE) to the maximum extent appropriate sitting next to their non-disabled peers. Two theories guided this study, social identity theory and the social model of disability. Social identity (Tajfel, 1970) addresses individuals' self-worth and self-esteem based on the group they associate with and their rank in the group. Oliver's (1990) social model of disability addresses disability as a social problem rather than a personal problem. The central research question is as follows: what are the …

Evidence-Based Practices And Teacher Practice, Deanna Mozingo Parish

Theses and Dissertations

The use of evidence-based practices (EBPs) by special education teachers is still inconsistent. Additionally, special education teachers often have little knowledge of high-quality indicators of research that identify specific EBPs proven effective for designated populations of students with disabilities. Teacher preparation during college programs (i.e., pre-service) and training from districts (i.e., in-service) can certainly play an important role in introducing EBPs to special education teachers. In pre-service and in-service training, observation, feedback, and coaching experiences can help to ensure the acquisition of skills and implementation of EBPs into daily teaching. In this study, I investigated special education teachers’ experiences with …

The Esea Waiver From The 1.0 Percent Threshold And Participation Rates In State Assessments., Justin N. Arner

USF Tampa Graduate Theses and Dissertations

Participation of students in standardized testing has been a long-debated topic in the field of education since the beginning of accountability movements. Federal laws require that all students in the public school system in grades 3 -8 and high school participate in these assessments. Monitoring of participation on these assessments is a requirement of a state’s annual reporting across many identifying categories. One such category is students with disabilities identified under the IDEA (2004). Within those students identified as having a disability is a small population of students with a “most significant cognitive disability.” This population of students participates in …

The Individualized Education Program (Iep) Team As Interprofessional Health Care Team: Team Members' And Pediatric Residents' Perceptions, Tara Minor

Graduate Theses, Dissertations, and Capstones

Background: Interprofessional health care teams have been widely studied. Neglected in the discussion of interprofessional health care teams, however, are Individualized Education Program (IEP) teams, despite their integral connection to children's health care. This study explored the concept of IEP teams as interprofessional health care teams by examining how IEP members, including pediatricians, conceptualize individuals' team roles and whether a simulated IEP meeting affects pediatric residents' attitudes about the interprofessional nature of and their roles on IEP teams.

Methods: Pediatric residents (n=18) from a large, urban academic medical center participated in a simulated IEP meeting. Quantitative data from the Interprofessional …

Caregiver Rights, Virtual Meetings, And The Multidisciplinary Team: Communication Of Legal Rights Within Special Education, Amber Gordon, Kurustun Musick

Theses & Honors Papers

During the COVID-19 pandemic many professional settings used virtual platforms to conduct meetings that typically took place in person. Within the United States public schools, special education programs faced unique challenges when conducting students’ Individualized Education Program (IEP) meetings. These meetings are mandatory and essential in creating an individualized plan to provide the necessary services and support for students or for monitoring their progress. As mandated through the Individuals with Disabilities Education Act (IDEA), it is a legal right of parents and/or guardians to be afforded the opportunity to attend any meetings regarding the “identification, evaluation, and educational placement” of …

Serving Students With Disabilities Who Are Culturally And Linguistically Diverse In Rural Communities: Technology Access Is Essential, Benjamin Gallegos, Lisa A. Dieker, Rebecca Smith, Nicole C. Ralston

Northwest Journal of Teacher Education

Before the COVID-19 pandemic changed the educational landscape, students with disabilities, especially those who are culturally and linguistically diverse, and their special education teachers who worked and attended schools located in rural communities faced barriers most schools and communities experienced nationwide. As schools shifted to remote virtual learning due to the COVID-19 pandemic, rural schools were already at a disadvantage with the lack of resources with technology access. The call for addressing shortcomings in the various digital technology supports towards enhancing the teachers’ delivery of content and the students’ academic outcomes has been a continual challenge to address. This paper …

The Specifics Of Specific Learning Disability: An Analysis Of State-Level Eligibility Criteria And Response To Intervention Practices, Lora M. Williams

USF Tampa Graduate Theses and Dissertations

The field of specific learning disability (SLD) in the United States has changed considerably since reauthorization of the Individuals with Disabilities Act (IDEA; (§3007); State Education Agencies (SEAs) have been transitioning away from the severe discrepancy model of SLD identification and towards a Response to Intervention (RTI) model (Hauerwas et al, 2013). This study aimed to review SLD practices in the United States through the analysis of SEA documents and to evaluate the progress made since the reauthorization of IDEA. The aim of the current study was to provide a snapshot of 1) how SEA regulations defined SLD; 2) when …

Perceptions And Experiences Of First-Generation College Students, Gavin W. Watts, Theresa Garfield, Mariya T. Davis

Special Education Faculty Publications (Archived)

The experiences of first-generation college students (FGCS) can guide the development of effective practices for supporting and retaining these students. Open-ended interviews with 10 FGCS produced themes related to challenges and strategies for success. Applied thematic analysis identified barriers in school, home, and work settings, including a lack of knowledge of administrative processes, financial stress, instructor communication, and familial support. Strategies and needs of FGCS included developing social supports, time management skills, clear and explicit communication, and acknowledgment and reinforcement of academic successes. Findings align with previous research showing FGCS to be underprepared and under-supported in applying for, enrolling in, …

Trauma-Informed Teaching: Professional Development For School Staff, Heather Roesinger, Chelsea Williams, Tammy L. Hughes

Graduate Student Research Symposium

Trauma is defined as a response to a negative event that includes both an emotional and physiological component. Two thirds of children experience some form of a traumatic event by the age of 16 (Cavanaugh, 2016). Many youth with disabilities, particularly emotional and behavioral, have experienced trauma and show visible signs of difficulty in the classroom (Cavanaugh, 2016). Trauma-informed schools take a strengths-based approach and focus on building safe, positive environments and relationships. Research has provided evidence that a trauma-informed approach can be instrumental in supporting positive outcomes of children exposed to trauma, but school staff feel ill-equipped to support …

Our Vision Through The Trauma Lens, Lindsay Thompson, Ryan Maher, Cassie Crowder, Sherida Mcfarland, Beth Hazelwood

National Youth Advocacy & Resilience Conference

It is our goal to change the perceptions of alternative schools as a placement for “bad kids”, to a place where students gain the support needed to become successful in their home schools by looking through the lens of the effects of trauma and its impact on students.

Pathways To Resilience: Lessons Learned From Covid-19, Mary Ann Hollingsworth

National Youth Advocacy & Resilience Conference

Out of the mouths of youth themselves while in the Covid-19 pandemic - pathways to build and sustain resilience in the life challenges that come our way at all stages of life.

Intervening In The School To Prison Pipeline For Students With Dis/Ability, Miruna Ouatu-Lascar

National Youth Advocacy & Resilience Conference

This workshop will explore the intersection of disability and ethnicity in order to assist workshop participants in analyzing the inequity present both within the construct of disability and race and how this intersectional inequity manifests within the special education system for students of color with disabilities and how such inequities contribute to the over representation of students of color with disabilities in the school to prison phenomenon. Furthermore, the workshop aims to give participants an understanding of Dis/Crit theory and how incorporating Dis/Crit pedagogy within the larger framework of Critical Pedagogy practice serves the needs of our most underserved students …

Bars To Bridges: Culturally Responsive Education Advocacy, Micaella Flores, Christine Otto

National Youth Advocacy & Resilience Conference

We'll explore tangible ways to advocate for BIPOC students who've experienced educational disruptions. We’ll discuss the methods and model The Bars to Bridges Program uses to successfully transition justice involved youth into their academic settings and maintain engagement in education.

Executive Function In The Classroom, Dr. Kaylin Coody Coody

National Youth Advocacy & Resilience Conference

Do you have students in your classroom who have difficulty with working memory, inhibitory control and cognitive flexibility? These are indicators of struggling with executive function. This session will cover the brain-implications and concrete strategies to work with students at all grade levels.

The Perceptions Of Educators On Transition Planning & The Postsecondary Transition Readiness Outcomes Of Students With Disabilities, Marisa Duarte

Dissertations

The purpose of this quantitative descriptive research was to gain the perspective of educators on transition planning for students with disabilities in two public school districts in the state of Kentucky. The Individual Disabilities Education Act and Workforce Innovation Opportunities Act are laws requiring students with disabilities to be transition ready upon their graduation from high school. A sample of 12 educators, representing two Kentucky districts, who participate in transitioning students with disabilities, completed The Secondary Educator Transition Questionnaire survey. Data from the districts’ state report cards indicated students with disabilities were not transition ready in comparison with students without …

A Study Of K-12 Classroom Teachers' Concerns And Perceived Self-Efficacy In Implementing Inclusive Teaching Practices To Instruct Students With Disabilities, Pankaj Khazanchi

Doctoral Dissertations and Projects

Research over the past decade suggests teachers have low instructional self-efficacy/confidence and more concerns about implementing inclusive teaching practices. This quantitative correlational study explored whether reported concerns and demographic variables (gender, age, education, and years of teaching experience) predicts teachers’ instructional self-efficacy with students with disabilities. The Concerns about Inclusive Education and the Teachers’ Efficacy in Implementing Inclusive Practices scales were administered to 123 K-12 classroom teachers in Georgia. Data were subjected to hierarchical linear multiple regression to examine whether systematically adding select demographic variables and teachers’ concern scores to the overall model significantly improved the model’s ability to predict …

"Not My Job", Or Is It: School Counselor's Perceptions Of Collaboration With Vocational Rehabilitation Counselors, Elizabeth S. G. Dimond, Michelle Mcknight, Trenton J. Landon, Jarhed Peña, Kayla R. Currier Kipping

Special Education and Rehabilitation Counseling Faculty Publications

Students with disabilities (SWD) face obstacles in completing their high school education and deciding on their next steps, such as college or careers. This qualitative study used inductive thematic analysis to explore the perspectives of secondary school counselors on their experiences collaborating with vocational rehabilitation (VR) counselors and their knowledge of the services they provide. Study participants were identified through national and state-level professional school counselor associations and included 159 secondary school counselors. Participants answered five open-ended questions regarding their beliefs and collaborative practices with VR counselors. Results indicated that many school counselors are aware of VR services but lack …