Education Commons^™

Insights From U.S. Deaf Patients: Interpreters’ Presence And Receptive Skills Matter In Patient-Centered Communication Care, Brenda S. Nicodemus, Lori Whynot, Poorna Kushalnagar

Journal of Interpretation

In the U.S., deaf individuals who use sign language have a legislated right to communication access in the healthcare system, which is often addressed through the provision of signed language interpreters. However, little is known about deaf patients’ perception of interpreter presence, its impact on their disclosure of medical information to physicians, and whether this perception affects their assessment of physicians’ patient-centered communication behaviors (PCC). A total of 811 deaf adults responded to questions on a bilingual ASL-English online survey about their experiences with interpreters and physicians. Logistic regression analysis was used to assess the relationship between deaf patients’ perception …

How Does Student Self-Efficacy Affect Achievement?, Meghan E. Taylor

PANDION: The Osprey Journal of Research and Ideas

How does student self-efficacy affect achievement?

Special Education Inquiry Research

This presentation highlights the systematic integration of teacher inquiry within the undergraduate special education program at the University of North Florida. Inquiry is embedded across courses each semester and put into practice in a variety of ways in our PDS network. In all, inquiry serves as a tool for capturing student learning as candidates collaborate with mentor teachers to intervene and meet the needs of diverse learners. During the Fall 2019 semester, I implemented high leverage practices, collected and analyzed data of my students’ learning, and presented outcomes to my …

S.M.A.R.T Technologies For Students Who Are Deaf With Disabilities, Logan Silverman, Caroline Guardino

Showcase of Osprey Advancements in Research and Scholarship (SOARS)

In 2017, Drs. Guardino, Cannon and Mr. Logan Silverman presented the different types of technology that may assist professionals when working with students with disabilities. Last year, in November 2018, Dr. Guardino gave a keynote presentation at the Florida Educators of the Deaf and hard of hearing annual conference addressing the various strategies professionals use when serving students who are deaf with disabilities (i.e., autism, learning disabilities, attention deficit disorder). Within the presentation, a live poll was taken to ascertain and share the exact strategies used. Interestingly, many of the professionals responded to the poll by offering their use of …

How Does Student Self-Efficacy Affect Achievement?, Meghan Taylor, Deborah Reed

Showcase of Osprey Advancements in Research and Scholarship (SOARS)

This presentation highlights the systematic integration of teacher inquiry within the undergraduate special education program at the University of North Florida. Inquiry is embedded across courses each semester and put into practice in a variety of ways in our PDS network. In all, inquiry serves as a tool for capturing student learning as candidates collaborate with mentor teachers to intervene and meet the needs of diverse learners. During the Fall 2019 semester, I implemented high leverage practices, collected and analyzed data of my students’ learning, and presented outcomes to my peers. By focusing on data-based decision making and designing instruction …

What Is The Impact Of Positive Feedback On Student Academic Achievement?, Ashley Rader, David Hoppey

Showcase of Osprey Advancements in Research and Scholarship (SOARS)

This research project focused on how positive feedback affects student’s academic achievement. To begin, I researched different types of positive feedback, how to use it, and the outcomes of other studies focusing on the impact of using positive feedback. My study was done over the course of three months and four students who were struggling in math were selected to participate in a small group. While working with the students on math content standards I also intentionally embedded positive feedback into my lessons in several different ways. I would give feedback during instruction, for example saying, “great question” and “good …

Content Development Of The Educational Interpreter Roles And Responsibilities Guiding Checklist, Kristen Guynes, Nora Griffin-Shirley, Donna Brown

Journal of Interpretation

The purpose of this qualitative study was to extend development of the Educational Interpreter Roles and Responsibilities (EIRR) Guiding Checklist, which was designed to assist the Individualized Education Program (IEP) team in determining and documenting individualized roles and responsibilities of the educational interpreter, as appropriate to the needs of the student receiving such services and the qualifications of the interpreter as a related service provider. Literature indicates a long-standing state of confusion regarding the appropriate roles and responsibilities of the educational interpreter, as well as the need for more clear guidelines and procedures. The Checklist was initially designed by a …

Person-Centered Physical Training Programs For Individuals With Intellectual Disabilities: Stimulating Motivation And Participation As Essential Components Of Program Development, Monica Bolaños-Boudreau

UNF Graduate Theses and Dissertations

This qualitative case study explored the perceptions of two individuals with intellectual disabilities who participated in a person-centered physical training program that identified factors of motivation and influences on self-determined physical choices. The findings of this study revealed five factors that seemed to motivate participants to exercise; (a) enjoyable activities, (b) personalized program, (c) exercises that promoted health and positive self-images, (d) exercise routines that were familiar and safe, and (e) an exercise partnership with the trainer. Considering these factors of motivation, community leaders, administrators, and practitioners may promote self-determination and ultimately, impact participation by individuals with intellectual disabilities. Additionally, …

Leading Effective Inclusive Schools: How Principals Make The Difference, Megan Robinson Mcmillan

UNF Graduate Theses and Dissertations

In effective inclusive schools, school principals are the difference-makers. Principals of these schools possess a commitment to leading schools adept at delivering high academic achievement outcomes and providing an inclusive education for students with disabilities. This leadership is predicated upon their inclusive consciousness, or a dogged determination to provide ethical and meaningful educational experiences to all students, but especially those with disabilities. The purpose of this study was to understand how four elementary-level public school principals acquired, developed, and demonstrated an inclusive consciousness that guided their leadership of effective inclusive schools. Data were collected using a basic qualitative methodology and …