Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
- Publication Type
Articles 1 - 11 of 11
Full-Text Articles in Education
Educator Preparedness To Leverage Assistive Technologies In The Classroom, Sean Masterman
Educator Preparedness To Leverage Assistive Technologies In The Classroom, Sean Masterman
Doctorate in Education
The fourth industrial revolution (4IR) is driving a compelling need for pedagogical change, yet there is disjuncture between the capacity of emerging technologies to address this need and their actual use in the American classroom. These technologies can enable personalization to meet each student’s individualized learning needs. Educator preparedness is the first step toward embracing and integrating the broad capabilities of emerging technologies to help build the future workforce. This qualitative, phenomenological case study assessed the preparedness of middle school general educators in two Minnesota school districts to leverage assistive technologies (ATs) to improve student learning from the perspective of …
The Impact Of Special Education Status And Text-To-Speech On Test-Taker Engagement, Maura O'Riordan
The Impact Of Special Education Status And Text-To-Speech On Test-Taker Engagement, Maura O'Riordan
Doctoral Dissertations
If a student is not engaged during a test, their test score will not be an accurate representation of what they are capable of. This is a concern because of the possible negative impact on the validity of test score interpretations and decisions being made based on such test scores that are not in the best interest of the student. If this is negatively impacting an entire subgroup of students, such as special education students, differentially, there may be larger-scale impact. To date, limited research has examined the relationship between test-taker engagement and special education status. The purpose of this …
Improving Collaboration With Culturally And Linguistically Diverse Parents Of Students With Extensive Support Needs, Isabel Yates
Improving Collaboration With Culturally And Linguistically Diverse Parents Of Students With Extensive Support Needs, Isabel Yates
Education | Master's Theses
The purpose of this research is to understand how to improve collaboration between schools and culturally and linguistically diverse parents of students with extensive support needs who receive special education services. Previous research defined collaboration as a conceptual construct in which principles of shared respect and responsibility are applied to practice (Emmons & Zager, 2018). The collaboration between families and schools is legally mandated but not explicitly explained to teachers or parents how to succeed in engaging respectfully with all families (Cheatham & Lim-Mullins, 2018). The increased complication of supporting nondominant, culturally and linguistically diverse families in addition to the …
Navigating Age Of Majority-Related Issues In Special Education: The Current Needs And A Potential Means For Aligning Professional Values With Policy And Practice, Charles Blayne Walters
Navigating Age Of Majority-Related Issues In Special Education: The Current Needs And A Potential Means For Aligning Professional Values With Policy And Practice, Charles Blayne Walters
Theses and Dissertations
The paper that follows serves to collect three articles that investigate policy and practice regarding adult decision-making support for students with disabilities receiving special education services. Each has been led by the author of this multiple-manuscript dissertation, Charles Walters. Following a short introduction to these works as Chapter One, Chapter Two provides a reformatted version of an interview-based study with special education directors at the school district level. It was originally published in Volume 35, Issue One of the Journal of Special Education Leadership and titled “An Exploratory Study of Special Education Director Experiences with Issues Related to Age of …
Differential Access Of Young Children Of Immigrants To Special Education In Massachusetts, Cady Landa
Differential Access Of Young Children Of Immigrants To Special Education In Massachusetts, Cady Landa
Developmental Disabilities Network Journal
Accessing services for children with special needs is complex and challenging for even U.S.-born parents. Is it even more difficult for immigrant parents, and what are the consequences for their children? This article reports on a mixed methods approach to examining the access of immigrants’ children to special education and inclusive placement. A multivariate analysis of Massachusetts education data finds that children of immigrants are significantly less likely than children of U.S.-born parents to participate in special education. It also finds that among children who do participate in special education, children of immigrants are more likely to be in substantially …
Investigating Evidence-Based Practices And Interventions Using Multifaceted Learning Theory For Students In A Special Education Self-Contained Classroom, Adam Maitland
Ed.D. Dissertations
Teachers working in a special education self-contained classroom were required to implement evidence-based practices and interventions, rarely researched in a school setting, with fidelity to meet the needs of students with intellectual disabilities. Evidence-based practices and interventions for students with intellectual disabilities were researched in clinical settings with one to three student participants and without a common evaluation tool. The purpose of this qualitative case study was to use the Tennessee Educator Acceleration Model General Educator Rubric to investigate how experienced teachers used multifaceted learning theory when implementing evidence-based practices and interventions in a diverse special education self-contained classroom to …
Are There Consequences For Multiple Marginalized Identities? The Relationship Between Race, Disability Status, And Discipline In San Antonio K-12 Schools, Michaela Robinett
Are There Consequences For Multiple Marginalized Identities? The Relationship Between Race, Disability Status, And Discipline In San Antonio K-12 Schools, Michaela Robinett
Honors Program Theses and Research Projects
Black and Latino/a/x students with disabilities experience significant marginalization that adversely affects their experiences with school discipline. The current study examined the disciplinary experiences of Black, Latinx, and White K-12 students with disabilities in 464 schools located in San Antonio, Texas, and discovered that Black and Latinx students with disabilities were overrepresented in various categories of exclusionary discipline practices, restraints, and seclusion. Black and Latinx students with disabilities were also found to have a higher risk of receiving exclusionary discipline practices, some restraints, and seclusion compared to White students with disabilities. Additionally, Black and Latinx student enrollment was found to …
Rural Inclusive Education For Students With Disabilities In The United States: A Narrative Review Of Research, Katie Mae Mccabe, Andrea L. Ruppar
Rural Inclusive Education For Students With Disabilities In The United States: A Narrative Review Of Research, Katie Mae Mccabe, Andrea L. Ruppar
The Rural Educator
Despite a long history of overrepresentation in segregated settings (Brock, 2018), students with disabilities who require extensive supports are more likely to receive inclusive placements in rural schools. In this paper, we present findings from a narrative literature analysis of inclusive education for students with disabilities in rural schools located in the United States. Our search yielded 24 articles, published between 2002 and 2019, which reveal three storylines: (a) perceptions about inclusive education in rural schools and communities, (b) inclusive placements are common for students with disabilities, and (c) access to resources is a factor for rural schools to provide …
Restraining The Disabled: A Program Evaluation Of Nonviolent Crisis Intervention In The Educational Setting, Taner Jarrett
Restraining The Disabled: A Program Evaluation Of Nonviolent Crisis Intervention In The Educational Setting, Taner Jarrett
Doctor of Education Dissertations
Students with disabilities are 200% more likely to be restrained by school personnel compared to nondisabled peers (Katsiyannis et al., 2020). The purpose of this study was to examine the effectiveness of Nonviolent Crisis Intervention (NVCI) in de-escalating the risk behavior of children with disabilities from exceptional children (EC) teacher perspectives. This study was a mixed method program evaluation of the Crisis Prevention Institute NVCI program using Daniel Stufflebeam’s (1968) Context, Input, Process, Product (CIPP) evaluation framework. The setting for this study was a large suburban school district in the piedmont region of North Carolina. The sample included 15 NVCI- …
Awareness Of Universal Design For Learning (Udl) Among Teachers In India, Som Krishan, Navneet Sharma
Awareness Of Universal Design For Learning (Udl) Among Teachers In India, Som Krishan, Navneet Sharma
Journal of Educational Technology Development and Exchange (JETDE)
The present study investigates the awareness of Universal Design for Learning (UDL) among special and general teachers working in inclusive settings. UDL is a framework used to design a curriculum reachable to students with all abilities. UDL assists teachers to increase meaningful access to the curriculum and remove barriers for students with all abilities in learning. The roles and responsibilities of the teachers play an important role in implementing and transacting any curriculum to the learners. In the present study, the sample consisted of 429 teachers, teaching in primary, upper primary, secondary, and higher secondary stages of regular schools in …
Student With Twice-Exceptionalities Iep Meeting Assignment Description, David Wolff
Student With Twice-Exceptionalities Iep Meeting Assignment Description, David Wolff
Open Educational Resources - Teaching and Learning
General education teachers should remember that all students are general education students, first. We need to be prepared to work with students of all abilities in our classrooms. As general education teachers, we have an active role on a child’s IEP team and an active role during the IEP meeting. This assignment asked preservice teachers to develop a script of what they would say at an IEP meeting of one character from four different novels that would be considered a child with twice-exceptionalities.