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Articles 1 - 7 of 7
Full-Text Articles in Education
Adults Perspectives Of Friendships And Social Interaction Between Students With And Without Complex Support Needs During A Pandemic, Jorden Morales
Adults Perspectives Of Friendships And Social Interaction Between Students With And Without Complex Support Needs During A Pandemic, Jorden Morales
Special Education ETDs
Social interactions and friendships are important for all individuals including those with complex support needs (CSN). The voices of adults including parents/guardians, primary caregivers, teachers, and related service providers who responded to a survey provided insight into supporting social interactions and friendships for children with CSN during the Covid-19 pandemic This mixed methods study used thematic analysis to explore participants’ responses to open-ended questions while multiple choice questions were analyzed through descriptive statistics. Additionally, this study included a research narrative to speak to the various roles I hold related to this study (i.e., parent, educator, researcher). Three themes emerged from …
Issue In Equity For Culturally And Linguistically Diverse Students With Complex Support Needs: A Comparative Analysis Of District-Level Student Data, Rosalia Pacheco
Issue In Equity For Culturally And Linguistically Diverse Students With Complex Support Needs: A Comparative Analysis Of District-Level Student Data, Rosalia Pacheco
Special Education ETDs
Research has shown that English learners with disabilities should have access to both special education and Title III services as required by law (de Valenzuela et al., 2006, 2018, 2016, 2022; de Valenzuela & Copeland, 2018; Kangas, 2014, 2018, 2019, 2021). This quantitative study uncovers issues of educational inequities related to: (a) the identification of these students as English learners; (b) their access to Title III services; and (c) the instructional settings in which they are educated for culturally and linguistically diverse students with Autism (ASD), Developmental Delay (DD), Intellectual Disability (ID), Multiple Disabilities (MD), or Traumatic Brain Injury (TBI). …
African American Female Caregivers’ Perceptions, Experiences, And Expectations Of The Special Education Process, Lenell Denise Walton
African American Female Caregivers’ Perceptions, Experiences, And Expectations Of The Special Education Process, Lenell Denise Walton
Special Education ETDs
A select few African American families who have a child with a disability have the skills and knowledge to be proactive in the special education process. Special education teams must guide and mentor African American students and their families through the special education process. However, African American families have consistently contended that their child’s special education team does not provide the services necessary to meet their child’s academic goals. This qualitative study examined the perceptions, experiences, and expectations of African American female caregivers regarding the special education process. Participants were nine African American mothers and one sibling whose family members …
Through The Funnel: A Critical Policy Analysis Of Educational Policy Relating To The School-To-Prison Pipeline., Jesse V. Hall
Through The Funnel: A Critical Policy Analysis Of Educational Policy Relating To The School-To-Prison Pipeline., Jesse V. Hall
Special Education ETDs
The purpose of the present study involved analyzing the policies of the Trump administration to determine the ways it impacted the school-to-prison pipeline. The focus of the study included the Departments of Education and Justice. The findings revealed educational policies and deregulatory practices that maintained and intensified the school-to-prison pipeline.
Project-Based Learning Instruction For A Student With Disabilities: Experiences Of A Student And Teachers, Robert C. Shauger
Project-Based Learning Instruction For A Student With Disabilities: Experiences Of A Student And Teachers, Robert C. Shauger
Special Education ETDs
Students with disabilities have been underrepresented in research examining the implementation of project-based learning (PBL) instruction. This qualitative case study described the experiences of a student with a disability in an inclusive classroom where teachers used PBL instruction. I used interviews, observations, audio recorded conversations in class, and analyzed teacher-created curriculum documents and student artifacts. Thematic analysis generated four primary themes including: Supporting students, student buy-in, teacher and student interactions in PBL are complex, and student demonstration of learning. Recommendations for classroom practice to support students with disabilities in PBL instruction included extensive teacher collaboration, individualized instruction, and teaching students …
Disability And Belonging In One Intentionally Inclusive Christian Faith Community, Deborah Winn Huggins
Disability And Belonging In One Intentionally Inclusive Christian Faith Community, Deborah Winn Huggins
Special Education ETDs
The voices of people with Intellectual and Developmental Disabilities (IDD) are underrepresented in research examining their participation in faith communities. This qualitative case study examined the participation of people with IDD in one intentionally inclusive Christian faith community with a primary focus on the perceptions of faith community members with IDD. This community was unique in its theological stance toward inclusion, and in the steps the community had already taken to be inclusive. I conducted two types of interviews (in-depth individual and Photo-Voice) with people with disabilities who were active in the community and their family members to explore their …
Reciprocal Relationships And Creative Expression In Literacy Learning: Ameliorating Disability Circumstances And Empowering Individuals, Laurel Ann Lane
Reciprocal Relationships And Creative Expression In Literacy Learning: Ameliorating Disability Circumstances And Empowering Individuals, Laurel Ann Lane
Special Education ETDs
Individuals engaged in the production of art, who are untrained, and marginalized by disability, are known as outsider or visionary artists. With them in mind I sought to better understand the relationship between art-making and meaning-making. Students with disability attributes in my classroom were motivated by arts-based activities, prompting me to include art in the content I taught. My own art-making grew out of those efforts, and in order to better understand how to implement my classroom practices, I began an autoethnographic study that evolved into phenomenology, positioning myself in the disability culture first, and then conducting an archival document …