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Articles 1 - 6 of 6
Full-Text Articles in Education
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Connie L. Fulmer
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
Inclusive Leadership: Preparing Principals For The Role That Awaits Them, Dorothy Garrison-Wade, Donna Sobel, Connie Fulmer
Inclusive Leadership: Preparing Principals For The Role That Awaits Them, Dorothy Garrison-Wade, Donna Sobel, Connie Fulmer
Dorothy Garrison-Wade
Preparing administrators with the capacity to improve instruction for all learners is critical for recruiting and retaining special education teachers. However, recent research points out the need to improve skills of current and future administrators for this role. To address these concerns the special education and administrator preparation programs at a western university designed and conducted research to determine how well preservice principals were being prepared to improve instruction for all learners. To determine program improvement and training needs, researchers collected focus group and survey data from current and alumni students from both programs. Findings of this research are organized …
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
School Culture For Students With Significant Support Needs: Belonging Is Not Enough, Diane Carroll, Connie Fulmer, Donna Sobel, Dorothy Garrison-Wade, Lorenso Aragon, Lisa Coval
Dorothy Garrison-Wade
This qualitative study examined the influence of school culture on services for students with significant support needs. Students with significant support needs are defined as those who typically have cognitive impairments, often paired with sensory and physical challenges, and who require substantial supports to receive benefit from education. Using Schein's (1988) definition of culture, ethnographic methods, including observations, interviews and artifacts, were used to collect data related to artifacts, values, and assumptions. Results of this study indicate a strong sense of family, community and belonging. However, belonging did not include critical components of instruction as described as best practice in …
Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung
Latino Language Minority Students In Indiana: Trends, Conditions, And Challenges. Special Report, Bradley Levinson, Katie Bucher, Lauren Harvey, Rebecca Martinez, Becky Perez, Russell Skiba, Bryn Harris, Peter Cowen, Choong-Guen Chung
Bryn Harris
This Special Report surveys existing conditions for Latino [superscript 1] language minority students in Indiana's schools and identifies the most significant problems and challenges for improving their learning. The report opens with an overview of recent demographic shifts in Indiana's K-12 student population, and makes an important distinction between Indiana's long-standing and newcomer Latino populations; the latter account for the dramatic increase in the language minority population. The report then considers the culturally competent psychological assessment of ELL students. School psychologists, especially, bear the responsibility of balancing formal with informal assessments that take into account the unique cultural characteristics of …
“Meeting Proficiency – Can Elementary Schools, With Subgroup Of Students With Disabilities, Exit Program Improvement After 2014?” “A Study To Determine If Instructional Strategies And/Or Inclusionary Practices, And Principal Support Of These Practices, Contributed To Schools Reaching Safe Harbor, Meeting Ayp Benchmarks Or Exiting Program Improvement In The 2012-2013 School Year.", Carolyn Lindstrom
Dissertations
In 2002, President Bush signed into law the No Child Left Behind Act, which required all students to be proficient in English and Math by 2014. (Congress, 2002), including all subgroups. Students with disabilities were expected to meet the proficiency criteria along with all other subgroups. NCLB also required schools to report assessment scores to reflect the achievement of students as well as demonstrate all students were meeting, or at least making gains to achieve, proficiency. If students did not reach the expected benchmark the school was identified as failing and placed in Program Improvement. (CDE, 2011) Each school year, …
A Study Of Parent Satisfaction Of The Transition From Junior High To Senior High School For Students With Special Education Needs, Colleen M. Feldman
A Study Of Parent Satisfaction Of The Transition From Junior High To Senior High School For Students With Special Education Needs, Colleen M. Feldman
All Electronic Theses and Dissertations
The purpose of this study was to understand the parental perspective and satisfaction with the transition process as their child, who is a student with special education needs, moves from the junior high to the high school setting. For students with disabilities, transitions within the education system can be more challenging and difficult (Hay & Winn, 2005; Hill, 2010; Kinney, 2006;) than for students without unique learning needs. Many parents of special education students find the transition from junior high to senior high school to be particularly intense. If school professionals are in the position to support educational transitions, understanding …