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Special Education Teachers’ Self-Efficacy During The Times Of A Global Pandemic, Vanessa G. Leal
Special Education Teachers’ Self-Efficacy During The Times Of A Global Pandemic, Vanessa G. Leal
Theses and Dissertations
This quantitative dissertation aims to describe and compare the perception of special education teachers' self-efficacy amid the COVID-19 pandemic using the practice of distance and their self-efficacy pre-pandemic using face-to-face instruction and describe the perceived valuable supports teachers received from educational leaders during the pandemic and considered valuable. The study population includes special education teachers teaching in inclusive settings before and during the pandemic in grades 6–12 in districts located in South Texas. The current study's data was analyzed using a two-way factorial analysis of variance, with both factors including repeated measures within subjects (2 x 3). A descriptive statistical …
Discourses Surrounding Specific Learning Disability In Reading: An Exploration Across Special Education Policies, Martha M. Briseno
Discourses Surrounding Specific Learning Disability In Reading: An Exploration Across Special Education Policies, Martha M. Briseno
Theses and Dissertations
Individuals with disabilities have been subjected to deficit models that have led to unfair treatment, exclusion, and an unfitting education for years. Historical factors have informed policies toward the educational treatment and rights of individuals with disabilities in the United States since the 1600s. Before the enactment of The Education for All Handicapped Children Act (EAHCA) in 1975, it was common practice for children with disabilities to be segregated, excluded, and given an unsuitable education in comparison to their nondisabled counterparts. Throughout history, the language used in legislation and educational documents have compartmentalized students with disabilities based on …
Assessing English Learners For Special Education Eligibility: Evaluator’S Perspectives And Procedures, Brenda Iveth De La Garza
Assessing English Learners For Special Education Eligibility: Evaluator’S Perspectives And Procedures, Brenda Iveth De La Garza
Theses and Dissertations
There is a disproportionate number of English Learners (ELs) in Special Education across the United States (Kligner, Artiles, & Barletta, 2006). When educators are concerned about EL’s lack of progress and their underachievement they turn towards Special Education as a way of finding resources and a solution to their concerns (Kligner, Boile, Linan-Thompson & Rodriguez, 2014). This poses a challenge for evaluators, especially for those who lack or have little knowledge about the differences that exist between typical language acquisition differences and a learning disability. Evaluators who lack this knowledge might be more likely to confuse a student’s second language …