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