Education Commons^™

Accessibility For All: An Interdisciplinary Team's Perception Of Multisensory Community Experiences For Students With Severe Disabilities, Karrissa Ebert

Doctor of Education Dissertations

This phenomenological study sought to understand how members of a special education team account for and navigate successes and barriers faced during the planning and implementation of community experiences for students with severe disabilities. The needs and abilities of this population are vast and often difficult to accurately define, and there remain many gaps within the research. Individual interviews of six special education team members from varied professional backgrounds yielded thick, rich narratives about the successes and barriers faced while planning and implementing community experiences for their students. The dominant theme that emerged was that successful community learning experiences had …

The Impact Of Professional Development On Specially Designed Instruction For Students With A Specific Learning Disability, Stacy H. Huffman

Doctor of Education Dissertations

This research study, rooted in the theoretical framework of phenomenology, examined the impact of professional development related to specially designed instruction for students with a learning disability in reading. Teachers of students who had mastered at least 50% of their IEP goals in reading or had exited from special education services were the participants in this study. In addition to the teachers, administrators and district staff who worked with these teachers and students were included. Through a mixed methods research design, 47 participants were surveyed using Qualtrics, and 14 participants were interviewed. Findings demonstrated that professional development related to specially …

Efficacy, Attitudes, And Collaboration Of Co-Teaching For Middle School General And Special Educators, Ellenita Blanton

Doctor of Education Dissertations

The purpose of this mixed methods study was to investigate how general and special educators’ attitudes, efficacy, and collaboration promote co-teaching relationships that benefit exceptional students in urban middle schools. The impacts of co-teaching on the attitudes, efficacy, and collaboration of secondary teachers were explored. A questionnaire was distributed to general and special education teachers, and focus groups were held. The methodology included using a quantitative phase and a qualitative phase research design to collect the data. The quantitative measure used was surveys. Participants, who were qualified, were chosen for the interview and focus group portions of the study. In …

The Implementation And Impact Of The Teacher Evaluation Process On Special Educator Professional Growth In A Public Middle School, Michael L. Lefko

Doctor of Education Dissertations

This mixed methods program evaluation examined teacher and administrator perceptions regarding fidelity of implementation of components of the teacher evaluation program with middle school special education teachers. These components include pre-conferences, observations, and post-conferences; summary evaluations; and professional development plans. Incorporating evidence from qualitative interviews with school-based administrators, qualitative focus groups with special education teachers, and a quantitative survey with special education teachers, this study found that fidelity of implementation of the components of teacher evaluation is impacted by evaluator capacity. Capacity is defined as both, time to engage in the components of teacher evaluation and professional knowledge of special …

Staying Power: Examining Factors That Influence Educators’ Decisions To Remain In Special Education, Jill Douds

Doctor of Education Dissertations

This mixed methods study was designed to examine the factors that experienced special education teachers report as being influential in their decision to remain in the field of special education. The study collected data using surveys and interviews with experienced special education teachers to gather their perspectives and identify common themes that supported their desire and motivation to remain in the field. Results indicated that relationships with, and advocacy for, students and colleagues were the strongest factors in their motivation to stay in special education.

A Mixed Methodology Study Of How Neuroscience And Social-Emotional Learning Impact Students’ Academic Achievement And Behavior, Laura Shipman

Doctor of Education Dissertations

This study is a mixed-method case study using a qualitative and quantitative study structure. The intent of this study was to measure the impact of neuroscience or brain-based social-emotional (SEL) skills and strategies on students who have been identified with disruptive behavior and/or trauma. The impact is evaluated through the Collaborative for Academic, Social, and Emotional Learning (CASEL framework of five competencies (CASEL, 2020). The SEL program used in this study was the Second Step program. There were 33 students who were in an intervention pull-out group. Eight teachers and eight parents participated in the study. Quantitative data were gathered …

Life After High School For Students With Moderate To Severe Disabilities: An Assessment Of Postsecondary Preparedness, Audrey Moore

Doctor of Education Dissertations

The purpose of this qualitative study was to evaluate the effectiveness of transitional preparatory programs from the perspective of parents and teachers in North Carolina. The following three research questions guided this research inquiry: Based on parent and teacher perspectives, how did the high school transitional program facilitate success after high school for students with moderate to severe disabilities? To what extent do the parents and teachers of students with moderate to severe disabilities perceive that a transitional program is a necessity for post-high school success? The Individuals with Disabilities Education Act 2004 (IDEA, 2004c) section on transition served as …

Teacher Perceptions Of Behavioral Programs Serving Emotionally Disabled Students, Joshua Weese

Doctor of Education Dissertations

The Individuals with Disabilities Education Act (IDEA) has undergone numerous revisions since 1965 when the first federal statute dealing with the education of students with disabilities was implemented. A revision completed in 1975 instituted the concept of least restrictive environment (LRE), which demands that all students with disabilities be exposed to the maximum amount possible with their regular education peers, regardless of disability. Full inclusion is the primary mode schools use to meet this requirement. Research has illustrated the positive effects of inclusion-style classrooms and LRE, both for regular and special education peers. However, contemporary research has begun to show …

A Mixed Methods Study Of The Impact Of State Special Education Funding Distribution On The Academic Gap Of Students Identified With Disabilities, Christy Hutchinson

Doctor of Education Dissertations

Since the passing of Public Law 94-142 in 1975, federal funding for special education programming has been distributed based on a flat or fixed per-student allotment. Flat funding distribution is a set dollar amount per child, while a fixed distribution is a set amount provided to every state regardless of population. In addition to federal funding, each state must allocate state tax dollars to the local education agencies (LEAs) according to the allocation model. Currently, there are four popular models of special education funding used across the United States, including flat or fixed rate per-student allotment, weighted funding, a census-based …

Why Do They Stay? A Qualitative Study On The Motivation Of South Carolina Elementary Self-Contained Special Education Teachers Who Persist In The Classroom, Judith Mills

Doctor of Education Dissertations

The purpose of this qualitative phenomenological study was to explore the motivational factors that have influenced South Carolina (SC) elementary self-contained special education teachers to remain in the profession beyond the 5-year mark, while despite having the same experiences, many others quickly leave the profession behind. Based on the theoretical framework of Ryan and Deci’s (2018) motivational theory of self-determination, this study sought to explore the lived experiences of 10 special education teachers. Data were collected through interviews, member-checked, coded, and analyzed for common themes. The results indicated that student growth and success; relationships with students, parents, and colleagues; collaboration …

Perceptions Of Co-Teaching In Secondary Inclusion Classrooms, Tori Hill

Doctor of Education Dissertations

This study examined secondary teacher and administrator perceptions of co-teaching practices as they relate to preservice and in-service training. In this mixed-methods study, general education math and English teachers and special education teachers in three suburban high schools were given a survey to provide input regarding co-teaching practices in their school/district. The survey results were analyzed to determine trends of variables relating to teacher perceptions. Additionally, interviews with four administrators (three schools and one district) were conducted to correlate expectations, strengths and weaknesses, and training with the results of the teacher survey. Multiple themes emerged, which included collaboration/planning, administrative support, …

An Examination Of Readiness For Response To Intervention Implementation In A Rural School District In North Carolina, Carla Murray

Doctor of Education Dissertations

In 2015, the North Carolina Department of Public Instruction Exceptional Children Division proposed policy changes, effective July 1, 2020, on how students with specific learning disabilities are defined, evaluated, and identified. A student in North Carolina is now identified for special education through the use of how they respond to high-quality core instruction and research-based instruction. This study examined this process in a rural school district in North Carolina to determine how schools can support educators who do not have the appropriate background knowledge and skills to sustain MTSS, how educator perceptions influence the sustainability of MTSS, and what can …

The Impact Of The Mtss Framework On Special Education Referral Rates And Eligibility For Specific Learning Disabilities, Tonya Scism Walker

Doctor of Education Dissertations

The purpose of this explanatory sequential mixed methods study was to examine the effect of the Multi-Tiered System of Support (MTSS) framework on special education referral rates and the eligibility of special education services in the category of specific learning disability at two elementary schools. This study also investigates educator perceptions of the impact the MTSS framework has had on special education referral rates and eligibility. Archival quantitative data on the special education referral rates and eligibility rates in the area of specific learning disability from 2009-2010 to the 2017- 2018 school year were collected from the statewide special education …

Evaluation Of The Implementation Of A Secondary Transition Program For At-Risk Exceptional Children In Five High Schools, Karyn Lyndsey Herring

Education Dissertations and Projects

Secondary transition support is an important part of the IEP requirements for high school exceptional children. Designed to help guide students toward their postschool goals, transition support should not only help identify goals but also help prepare them by teaching skills, building relationships, and imparting knowledge of the community they will join after graduation. The researcher completed a program evaluation for the FAST secondary transition support that was put into place in a large school district in North Carolina during the 2016-2017 school year to provide additional support to at-risk exceptional children on the Future Ready Course of Study graduation …

Students With Learning Differences From College Star: A Case Study, Haley Nulty

Education Dissertations and Projects

This case study focused on the perceptions from students, family members, and faculty of students utilizing programs funded by the College STAR grant. The College STAR grant provides funds to welcome and support students with unique learning needs. As a newer initiative, minimal data exist on college students’ utilization of the resources provided by College STAR. The success of these students was the focus of this research. An analysis of feedback from one of the three participating universities including faculty members, family perspectives, and student qualities was conducted. This qualitative research approach consisted of a six-part design to collect and …

General Education Teacher Perceptions Of Self-Efficacy Regarding Teaching Students With Autism In Inclusion Settings, Jennifer H. Condrey

Education Dissertations and Projects

With an increase in the number of children being diagnosed with Autism Spectrum Disorder comes an increase in students with autism being integrated into regular education classrooms. While general education teachers strongly support inclusion, they do not feel prepared to implement inclusion practices in their classrooms. This dissertation was designed to gauge perceptions of self-efficacy among K-5 general education teachers in regards to teaching students with autism in inclusion settings. The researcher conducted digital surveys and personal interviews among K-5 regular education teachers who had inclusion experience with students with autism. Teacher perceptions were measured in the areas of preparedness, …

Teacher Perceptions Of The Impact Of Digital Photo Stories On Students With Autism Spectrum Disorder, Julia J. Conn

Education Dissertations and Projects

This study employed a qualitative method, multiple case study design to examine teacher perceptions of the impact of digital photo stories used as an instructional strategy with students with Autism Spectrum Disorder (ASD). Five highly qualified teachers of students with ASD from four public schools in a western North Carolina school district participated in open-ended interviews before and after creating and completing a digital photo story utilizing a digital photo-story tool with students with ASD.

The guiding question for this study was “How does the use of digital photo stories as an instructional tool impact teacher perceptions of students with …

A Comparative Study Of Classroom Teachers' Perceptions Towards Inclusion, Keisha H. Pritchard

Education Dissertations and Projects

The purpose of this study was to determine classroom teachers' perceptions of inclusion in local education agencies (LEAs) in North Carolina. Regular education teachers at both the elementary and secondary levels were surveyed to determine characteristics that impact their perceptions of inclusion in regards to teacher gender, years of teaching experience, subjects taught (core or elective classes), past experience with inclusion, personal experience with disabilities, number of hours of coursework concerning disabilities, number of hours of professional development concerning disabilities, number of hours of training concerning inclusion, and region. This study detailed related research in the area of inclusion and …

The Quality And Effects Of Secondary Transition Plans On Special Education Graduates' Postsecondary Outcomes And Their Effects On Secondary Transition, Vickie Miller

Education Dissertations and Projects

The purpose of the study was to determine whether or not the implementation of special education graduates' secondary transition plans by a team of supporters such as teachers, parents, administrators, and postsecondary mentors were well-constructed and in alignment with the graduates' high school curriculum and intended postsecondary goals, as well as whether the supporters followed through with helping the graduates achieve those postsecondary goals. The study also examined whether a loop existed between linking the secondary transition plans (indicator 13) to the postsecondary outcomes (indicator 14) and the feedback from the postsecondary outcomes back to the transition plans.

Under the …

Teacher Understanding And Perception Of A Response To Intervention Program In A Rural, Western North Carolina School District, Dwight Dean King

Education Dissertations and Projects

Response to Intervention, aka Response to Instruction (RtI), is a multi-tiered instructional process designed to provide research-based interventions to struggling learners. It has recently gained increased popularity with the perceived failure of the discrepancy formula model of placing children in special education services and with the recent reauthorization of the Individuals with Disabilities Education Act. Because RtI is just gaining ground in the field of education, limited research regarding teachers' perceptions of the process is available. This research project utilized a mixed-methods approach, combining survey and interview data, to assess teacher understanding and perception of RtI in a rural North …

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. …

The Impact Of Inclusion On The Academic Achievement Of High School Special Education Students, Harold Smith Dawkins

Education Dissertations and Projects

This dissertation examined the impact of inclusion on the academic achievement outcome of high school special education students as measured by English 1, biology, and algebra 1 as a function of gender, ethnicity, and years of inclusion. The study also examined the generalizations with confidence that could be made about the use of inclusion methodology in high schools within an urban North Carolina school district as measured by end-of-course test scale scores. Data from three traditional high schools within the Charlotte-Mecklenburg School District were used in this study. High school special education students lagged behind several other subgroups on end-of-course …

An Analysis Of The Perceived Effects Of The Welsh Inclusion Model On The Academic Growth Of Special Needs Learners In A North Carolina Elementary School, Stephen Ray Pickard

Education Dissertations and Projects

The purpose of this qualitative case study was to examine the implementation of the Welsh Inclusion Model at a Title I elementary school in grades 4 through 5 in the Piedmont area of North Carolina. The researcher visited the Title I school, which was embarking in only its second year in the implementation of the Welsh Inclusion Model. During these visits, the researcher interviewed the principal, the Director of Elementary Education, and two inclusion teams. The entire group participated in a focus group interview. The surveys, interviews, ITTAP, and Co-Teaching rubric provided data that were triangulated to determine how well …