Open Access. Powered by Scholars. Published by Universities.®
- Institution
-
- Stephen F. Austin State University (3)
- Australian Council for Educational Research (ACER) (2)
- California State University, Monterey Bay (2)
- Gardner-Webb University (2)
- The University of Maine (2)
-
- Trinity College (2)
- Abilene Christian University (1)
- Bank Street College of Education (1)
- Cal Poly Humboldt (1)
- California State University, San Bernardino (1)
- Central Washington University (1)
- Chapman University (1)
- City University of New York (CUNY) (1)
- Concordia University St. Paul (1)
- Dominican University of California (1)
- Kennesaw State University (1)
- Lesley University (1)
- Lincoln Memorial University (1)
- Murray State University (1)
- Pittsburg State University (1)
- Seton Hall University (1)
- The University of Akron (1)
- The University of Southern Mississippi (1)
- UMass Global (1)
- United Arab Emirates University (1)
- University of Arkansas, Fayetteville (1)
- University of Connecticut (1)
- University of Massachusetts Amherst (1)
- University of Montana (1)
- University of Nebraska - Lincoln (1)
- Publication Year
- Publication
-
- Capstone Projects and Master's Theses (2)
- Dissertations (2)
- Education (2)
- Senior Theses and Projects (2)
- All Graduate Plan B and other Reports, Spring 1920 to Spring 2023 (1)
-
- All Graduate Projects (1)
- CUP Ed.D. Dissertations (1)
- Cal Poly Humboldt theses and projects (1)
- Counseling and Psychology Dissertations (1)
- Dissertations, Masters Theses, Capstones, and Culminating Projects (1)
- Dissertations, Theses, and Capstone Projects (1)
- Doctor of Education Dissertations (1)
- Doctor of Education in Special Education Dissertations (1)
- Doctoral Dissertations (1)
- Ed.D. Dissertations (1)
- Education Dissertations and Projects (1)
- Education Faculty Articles and Research (1)
- Education Reform Faculty and Graduate Students Publications (1)
- Electronic Theses and Dissertations (1)
- Graduate Student Independent Studies (1)
- Graduate Student Theses, Dissertations, & Professional Papers (1)
- Honors Scholar Theses (1)
- Honors Theses (1)
- International Journal for Research in Education (1)
- Journal of Critical Issues in Educational Practice (1)
- Journal of Global Education and Research (1)
- Journal of Multicultural Affairs (1)
- Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children (1)
- Major Papers (1)
- Open Educational Resources - Teaching and Learning (1)
- Publication Type
Articles 31 - 41 of 41
Full-Text Articles in Education
A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)), Trisha Sugita Nishimura, Randy T. Busse
A Factor Analytic Validation Study Of The Scale Of Teachers' Attitudes Towards Inclusive Classrooms (Static)), Trisha Sugita Nishimura, Randy T. Busse
Education Faculty Articles and Research
General and special education teachers (N = 125) completed the Scale of Teachers’ Attitudes towards Inclusive Classrooms (STATIC). The internal consistency of the instrument was strong with an alpha of .89. The measure demonstrated excellent test-retest reliability (r = .99) and a dependent t-test was non-significant, indicating mean group temporal stability. An exploratory factor analysis resulted in a five-factor scale accounting for 61.6% of the variance versus the original four factors identified by the author of the instrument. Future research and potential use of the instrument are discussed.
When Rights, Incentives, And Institutions All Clash: The Case Of School Vouchers And Special Education In Milwaukee, Patrick J. Wolf, John F. Witte, David J. Fleming
When Rights, Incentives, And Institutions All Clash: The Case Of School Vouchers And Special Education In Milwaukee, Patrick J. Wolf, John F. Witte, David J. Fleming
Education Reform Faculty and Graduate Students Publications
Two highly controversial issues in the field of K-12 education in the U.S. are special education and parental school choice. Those two policy concerns converge surrounding the question of what proportion of students in school voucher programs compared to public schools have education-related disabilities, and whether or not the two school sectors are properly classifying and serving students with special education needs. We might expect private voucher-receiving schools to serve fewer students with disabilities than local public school systems due to the legal framework and institutional incentives surrounding special education and private schools. Most federal disability laws do not apply …
Teacher Attitudes Toward The Use Of Accommodations In The Classroom And On Standardized Tests, Michele Penny Meadows
Teacher Attitudes Toward The Use Of Accommodations In The Classroom And On Standardized Tests, Michele Penny Meadows
Dissertations
Educating students with disabilities in the least restrictive environment necessitates the use of accommodations and modifications to help these students have better access to the general education curriculum. As a result of inclusion, general education teachers are required to teach students with disabilities in their general education classrooms. Even though regular education teachers have assistance from special education teachers, not all general education teachers (and some special education teachers) believe they have the education, experience, or support to teach these students effectively. This study measured general education teacher and special education teacher attitudes toward the use accommodations for special education …
An Analysis Of Disability-Related Provisions In The 2008 Higher Education Opportunity Act (Heoa): What Universities And Policy Makers Should Know, Alan Kurtz
Education
The purpose of this October 2011 policy brief is to provide state agencies, postsecondary institutions, and policy makers with an overview of changes in the 2008 Higher Education Opportunity Act (HEOA) affecting the access to education of postsecondary students with disabilities and the way teacher education programs at Institutions of Higher Learning (IHEs) prepare general and special educators to teach students with disabilities. Specifically, this analysis reviews disability-related terminology new to this revision of the HEOA, access to instructional materials for students with print disabilities, changes in access to financial aid for students with intellectual disabilities, model demonstration projects both …
Perceptions Of Pre-Service Teacher Training Concerning Curriculum Alignment For Students With Developmental Disabilities, Kim Watkins
Education Dissertations and Projects
Legislative mandates require teachers to provide access to the general curriculum for all students in the least restrictive environment. Though policies are in place to ensure high quality instruction for all students, many students with developmental disabilities are still being served in self-contained settings with a life-skills instructional approach only, without the necessary supports for accessing the general curriculum. The purpose of this study was to reveal the extent of pre-service teacher perceptions of teacher training on curriculum alignment in order to improve pre-service teacher training in special education for access to the general curriculum for students with developmental disabilities. …
Learning Ideas - Special Education Tips For Foster Parents Who Are Surrogate Parents, University Of Maine Center For Community Inclusion And Disability Studies
Learning Ideas - Special Education Tips For Foster Parents Who Are Surrogate Parents, University Of Maine Center For Community Inclusion And Disability Studies
Education
Surrogate parents are appointed to represent children with disabilities whenever the birth parents or guardian of a child with a disability cannot be identified, located, or when the child is in the custody of the state. They have all the rights of birth parents for educational matters, e.g. permission for evaluation and placement, release information and request for educational hearing. The primary responsibility of surrogate parents is to ensure that children with disabilities are provided with a free, appropriate public education. (Adapted from http://www.maine.gov/doe/special ed/programs/surrogate/index.html)
Five Approaches To Literacy In Correctional Education, Thom Gehring, Gary H. Sherwin
Five Approaches To Literacy In Correctional Education, Thom Gehring, Gary H. Sherwin
Journal of Critical Issues in Educational Practice
This article introduces literacy from a few “big picture” perspectives, and then reviews five paradigms that have shaped the teaching and learning of literacy in residential confinement institutions for juveniles and adults. The paradigms are specific to correctional education, but they will be familiar to all alternative teachers and advocates of literacy instruction.
A Study Of New Jersey's Assessment And Accountability System For Students With Disabilities And Its Impact On Special Education Services, Julie Moul Gardner
A Study Of New Jersey's Assessment And Accountability System For Students With Disabilities And Its Impact On Special Education Services, Julie Moul Gardner
Seton Hall University Dissertations and Theses (ETDs)
Use of high stakes assessment for special needs students is a key element in the current educational reform movement. State assessment systems use these tests to determine and report school accountability scores, distribute school funding, and assess school rewards and sanctions. The impact of including these students' test score on the district accountability reports has not yet been determined. Directors of special services, the primary individuals for supervising or coordinating district special education programs, have an extensive understanding of administrative and functional knowledge of special education services and are therefore able to provide insight concerning the impact of accountability on …
Parent Voices : A Study Of The Early Intervention, Cpse And Cse Experiences And Perceptions Of Parents Of Children With Autism Spectrum Disorders, Suzy Jensen
Graduate Student Independent Studies
In recent years the number of children diagnosed with Autism Spectrum Disorders (ASD) has skyrocketed. In New York City this influx of children needing special services and special education has coincided with changing special education priorities and a major overhaul of the public school system. Added to this has been a lack of knowledge or agreement about the most effective interventions and teaching approaches for children with these disorders.
Six parents, each with a child aged five to nine-years-old with an ASD diagnosis, were interviewed and asked to describe their experiences with Early Intervention, and with CPSE and CSE interactions, …
A Handbook For Students With Dyslexia Learning To Understand It And Learning How To Help Themselves, Vikki L. Dolman
A Handbook For Students With Dyslexia Learning To Understand It And Learning How To Help Themselves, Vikki L. Dolman
All Graduate Projects
The purpose of this project was to expand upon a current workshop that taught students about positive self-esteem and how to self-advocate for themselves, by creating a handbook of information about dyslexia and some strategies to pre-expose them to the workshop content. The handbook includes an appendix with all required material to complete the workshop. The project also contains, a review of current literature and research related to dyslexia including the definition, diagnosis, testing, remediation, and self-esteem in regards to dyslexia was conducted.
Educationally Handicapped Children: A Comparative Study Of Academic Achievement, Creativity And Locus Of Control With Students In Learning Disability Groups And Special Day Classes, Grades Three And Four, Rodney Tognetti
University of the Pacific Theses and Dissertations
PURPOSE: The purpose of this study was to survey ·learning disability students and students in special day classes and to compare them on select characteristics to each other and to children attending regular day classes.
VARIABLES: The selected variables. for this study were creativity, locus of control, and academic achievement. Each of these variables was divided into sub-parts permitting a more inclusive consideration. Creativity was measured for the factors of fluency, flexibility, originality, and elaboration. Locus of control was separated into three parts, each measuring one of the following: student responsibility for academic failure, (I-); responsibility for academic success, (I+); …