Disability and Equity in Education Commons^™

Perceptions Of Situational Leadership Styles On The Behavioral Intervention Skills Of General Educators, Kendall Jordan Baethge

Electronic Theses and Dissertations

The researcher conducted the following study to describe the lived experiences and perceptions of general educators employed in a rural, central Texas school district. The study specifically inquired about the perceptions of leadership styles and strategies to successful behavior intervention strategies for inclusive general education classrooms. The problem addressed within the study was the growing diversity in general education classrooms ensuring inclusive opportunities to students with disabilities who exhibit challenging behaviors. The purpose of the study was to better understand those leadership styles currently being used and styles that are most appropriate to develop perceived self-efficacy and proficiency in behavior …

The Role Of Perceived Academic And Peer Support In Mitigating Imposter Syndrome Among Adhd Students, Eden Morley Dr

Journal of Science Education for Students with Disabilities

Background: Attention-Deficit/Hyperactivity Disorder (ADHD) in higher education is associated with significant executive functioning deficits and performance inconsistencies. These challenges, alongside heightened rejection sensitivity, may predispose students to the Imposter Phenomenon (IP)—the persistent belief that one’s success is undeserved. While social and academic supports are known to buffer psychological distress, their specific role in mitigating IP within the ADHD student population remains under-researched.

Objectives: This study investigated the severity of IP among undergraduate students with ADHD and examined the protective roles of Perceived Social Support (PSS) and Perceived Academic Support (PAS), while exploring gender as a potential moderator.

Methodology: A cross-sectional …

How Disability Inclusion Shapes Student Experiences In Egyptian Public Universities, Ramez Maher

Theses and Dissertations

The inclusion of students with disabilities in higher education is a critical aspect of equity, social justice, and human rights, particularly in Egypt, where systemic barriers continue to hinder access to education for this demographic. Despite the enrollment of approximately 19.4 million students in 2018, only 38,135 students with disabilities were admitted, highlighting the significant challenges they face in accessing higher education.   Through a qualitative approach employing reflexive thematic analysis, this study explores the interplay of institutional policies, cultural attitudes, and accessibility challenges that affect the educational experiences of students with disabilities in Egyptian public universities. The analysis of 21 …

Behind The Scores: How Federal Education Legislation Influenced Dayton Public Schools’ Special Education System For Students Of Color, Simran Kaur

Aurora

This paper analyzes the district special education system of Dayton Public Schools’ through federal legislation requirements and state-reported data to evaluate access, implementation, and equity. Findings show that while the district meets several procedural requirements at federal levels, students with disabilities (especially Black students) face limited access to general education environments, family engagement, and disability identification at a local level. Risk ratios reveal subjective disability categories, which is contributing to the district’s low Achievement Gap Closing rate through the state-wide report card.

Parent Engagement And Advocacy In Individualized Education Programs In Rural Appalachian School Districts, Mollie Rutledge

Electronic Theses and Dissertations

The purpose of this phenomenological study was to explore parent engagement and parent advocacy in the Individualized Education Program (IEP) development and implementation in rural Appalachian school districts. Parent engagement and parent advocacy in Individualized Education Program (IEP) development and implementation are persistent challenges in special education. By intentionally grounding this research in rural Appalachia, the researcher responded to calls for education research that is attentive to the complexity and diversity of rural communities. Parents in rural areas face unique challenges related to poverty, isolation, and limited resources that can influence their engagement and advocacy in the IEP process. The …

The Influence Of Intervention Strategies On Students With Disabilities Who Exhibit Challenging Behaviors In Rural Public Schools: Teacher Perceptions, Ben B. Robertson

Electronic Theses and Dissertations

This phenomenological qualitative study addressed rural teachers' perceptions of the influence of intervention strategies on students with disabilities who exhibit challenging behaviors. The purpose of this study was to examine teachers’ perceptions of the effect of intervention strategies on academic achievement, student behavior outcomes, and teacher self-efficacy through the lens of Bandura’s Social Cognitive Theory. This theory is a complex, dynamic interaction among people, their behaviors, and their environments. Data collection included 14 individual interviews, conducted on Zoom with educators from one school district in Southern Virginia, including seven general education teachers and seven special education teachers. Data analysis strategies …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their university departmental website, or on their own personal websites.

From The Editors..., Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Thomastine Sarchet-Maher

Journal of Science Education for Students with Disabilities

The Journal of Science Education for Students with Disabilities is a peer-reviewed, open access, multi-disciplinary online journal with an international focus. We publish articles that reflect the best of research and practice related to inclusive science education, including works submitted by science and special education researchers, teacher educators, and teachers. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management strategies in science education. JSESD adopts the philosophical perspective that all students can achieve in science, and that science benefits from the full participation of all students.

Exploring The Experiences Of Physically Challenged Students Enrolled In Path-Fit Courses: A Case Study, Princess Jhoarn A. Sarael, Shermina C. Yusop, Jessel A. Lapinig, Chandelyn C. Linto, Vanessa Lynne C. Seville

Journal of Science Education for Students with Disabilities

This qualitative case study explores physically challenged students’ experiences in PATH-fit courses within Philippine higher education, investigating their challenges and adaptive strategies. Through in-depth interviews with five students and two instructors in Pagadian City, researchers uncovered significant barriers, including exercise difficulties, physical discomfort, and social exclusion that profoundly impacted course participation. Despite facing substantial obstacles, students demonstrated remarkable resilience by developing innovative coping mechanisms such as proactive instructor communication, creative alternative activity engagement, and strategic leveraging of written assignments. Employing Resiliency Theory, the research challenged conventional disability perspectives, emphasizing that students’ true potential lies in psychological flexibility and problem-solving skills …

Enhancing Science Accessibility And Engagement For Students With Visual Impairments: A Randomized Trial Of The Talking Labquest In Nigerian Schools, Sariat A. Adelakun Dr

Journal of Science Education for Students with Disabilities

Students with Blindness in Nigeria are often erroneously perceived as incapable of engaging with science at the basic education level, contributing to their low enrolment in science-related careers. Although various techniques and materials have been proposed to support students with blindness in science, many lack empirical validation. This study investigated one such approach by examining the impact of the Talking LabQuest on the interest of Students with blindness in science subjects.

A randomized controlled trial was conducted in inclusive junior secondary schools in Nigeria, involving 20 classrooms over an 18-week period. Twelve classrooms were randomly assigned to the intervention group, …

The Role Of Self-Awareness, Advocacy, And Support In Stem Success: Stories From Landmark College's Aie-Stemplos Program, Anastasio Bonhomme, Jaden Clark, Madison Wan, Gabrielle Woolgar, Rebecca Matte, Christin B. Monroe

Journal of Science Education for Students with Disabilities

Neurodivergent individuals bring unique perspectives and talents to STEM fields while facing distinct challenges, particularly in higher education environments that often rely on traditional learning models. Landmark College’s AIE-STEMPLOS program provides an innovative framework to empower neurodivergent STEM scholars by fostering self-awareness, advocacy, and community support. Grounded in Universal Design for Learning (UDL) principles and strengths-based approaches, the program leverages tools like the Birkman Method® to help students articulate their strengths and communication styles in professional terms. This paper examines how accessible learning strategies, peer mentorship, and individualized advising cultivate belonging, confidence, and resilience among neurodivergent STEM scholars, offering a …

Multimedia-Based Interventions To Improve Science Learning Outcomes For Deaf Students At Wangsel Institute For The Deaf., Cheten Tshering Mr., Tshering Wangchuk

Journal of Science Education for Students with Disabilities

Efforts have been made to ensure inclusive learning opportunities for all students, including those from diverse backgrounds. One key strategy to enhance children’s learning and academic performance involves the thoughtful selection and application of instructional tools tailored to meet learners' specific needs. This study examines the impact of multimedia-based instruction on science achievement among deaf students at Wangsel Institute for the Deaf in Bhutan. Using a quasi-experimental design, the research compared pretest and post-test results between a control group and an experimental group. Data analysis included descriptive statistics (t-test) and ANCOVA. The findings indicated a statistically significant differences (p = …

Wired For Inclusion: Leveraging Strengths Of Neurodivergent Special Educators, Brok Hess, Teresa Clark Ed.D.

Murray State Theses and Dissertations

Special education teachers face unique challenges, and neurodivergent special educators possess distinctive strengths that can allow them to excel in the classroom. However, barriers, stigma, and ableism persist that have prevented neurodivergent individuals from accessing this career, receiving support, and thriving as special educators. Self-efficacy and executive functioning both correlate to success and retention within education. This research analyzed the relationship between special education teachers’ self-efficacy and executive functioning, specifically among neurodivergent special educators. Results concluded that a significant positive correlation exists between neurodivergent special education teachers’ executive functioning and self-efficacy. Attention to these results will highlight the importance of …

Examining Explicit Professional Development As A Means To Change Inclusive Mindsets, Mitchell E. Elatkin

Theses and Dissertations

Inclusive education requires educators to hold beliefs that support the participation and success of students with disabilities in general education settings. Although federal policy mandates access to the least restrictive environment, educator attitudes toward inclusion continue to influence the implementation of inclusive practices. The purpose of this mixed-methods study was to examine whether explicit professional development (PD) focused on inclusive mindsets influenced school stakeholders’ attitudes toward inclusion across a school year. Participants included representatives from various roles within a charter school organization in the Midwest. The researcher collected data through two administrations of the Adapted Teacher Attitudes Toward Inclusion Survey …

(Trans*)Gressing Discourse: Producing And Disrupting Normativity In Education For Trans* Students With Dis/Abilities, Meagan Meredith

Educational Leadership & Policy Studies Dissertations - Archive

This dissertation investigates how political rhetoric, education policy, and educational community member discourse construct, circulate, and contest meanings about trans*ness and dis/ability in K-12 public schools. In doing so, the study examines how meanings about normativity are discursively produced and disrupted for students living at this specific intersection. Grounded in a trans* methodology, this study performs a critical discourse analysis through a rhizomatic reading of policy texts, political rhetoric, and publicly available stakeholder discourse. This work responds to a gap in the literature that fails to understand the complexities experienced by trans* students with dis/abilities, particularly in hostile school climates. …

Using Curated Co-Teaching Tools To Elicit Tacit Experiences Related To Collaboration, Innovation, And Satisfaction Between Co-Teaching Pairs, Lisa Caputo Love

Theses and Dissertations

This is a qualitative, phenomenological study that documents the lived experiences of co-teaching pairs while they engage with a curated co-teaching “toolkit.” The toolkit, which comprises high-leverage practices and related resources, helps to elicit emotions and descriptions of the pairs’ experiences. A mosaic of data was gathered and analyzed for evidence of collaboration and innovation sparked by the toolkit and to assess participants’ perception of feeling valued and satisfied in the co-teaching role. The findings outline that the participants reported that access to the tools and time for their implementation could be helpful, but that more consistency in work pairings …

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

Expanding Epilepsy Representation: On Education And Awareness, Aliyah Wise

Honors Projects

The present-day American public education system has evolved to try to teach young students about more cultures and people of different lifestyles. However, despite these reforms to push for an inclusive education system, there is still minimal effort to teach students about disabilities and the people who live with them. As a student living with epilepsy, I have observed a lack of education or conversation about this disability. The purpose of this research project is to ask: How does miseducation on epilepsy contribute to harmful stereotypes and lead to real issues for people living with this disability? How should neurotypical …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

The Effectiveness Of Video Modelling To Teach Asking Permission For People With Intellectual Disabilities In A Primary School, Mana S. Alguefel, Norah S. Aldosiry Dr.

International Journal for Research in Education

The study aims to measure the effectiveness of video modelling in teaching three students with intellectual disabilities in primary school the skill of asking permission. The sample of the study included three female students with mild intellectual disabilities, their ages ranged from 8 to 12 years. A Multiple probe design across participants has been used to verify the effectiveness of video modelling in teaching three female students with intellectual disabilities to ask permission. The study applied in a private primary school in the city of Riyadh. Specifically, the baseline procedures and the intervention and maintenance procedures were applied in one …

From Mirrors To Maps: Reimagining Supervision Through Coaching, Reflection And Metaphor, Meg Norris, Sungeun Min, Andrew S. Miness, Tracy Driehaus

Education Faculty Research

No abstract provided.

Becoming Again: Dialogues On Identity Formation Among Second-Career Educators In Initial Certification Programs, Michelle White, Tracy Driehaus, Mark Wolfmeyer

Education Faculty Research

No abstract provided.

Professor Perspectives: Inclusion Of Students With An Intellectual Disability In Transition Programming On A College Campus, Melissa Jane Massey

Electronic Theses and Dissertations

Students with intellectual disabilities (ID) are often unemployed or underemployed compared to students who do not have ID. Transition or postsecondary programming for students with ID has increased in recent years in response to the U.S. federal requirement for special education professionals to complete transition plans before students turn 16. The requirement for transition planning in Texas is age 14, and the ARD committee including the student and parent come together to develop goals for future planning. Transition plans include information on future employment, future independent living skills, and agency connections that students with ID may need to access to …

Copyright Information

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites.

The Impact School Leaders Have On Special Education Teacher Retention: A Cross-Case Analysis Of Two Elementary School Leaders, Nancy S. Bowers

All Dissertations

School leaders shape school culture and job satisfaction, impacting teachers’ decisions to remain or exit schools. The demand for special education teachers has continued to increase. I studied the impact school leaders have on increasing special education teacher retention by answering the following research question: How can school leaders increase the retention rates of special education teachers? This qualitative case study was guided by two theoretical frameworks, transformational leadership theory and critical disability theory, which informed the research design. I conducted the research at two public elementary schools in a suburban community in South Carolina. The findings revealed school leaders …

Reflection On The ‘Power Of Us’ Conference: How Mainstream Schools In England Offer Provision To Children With Special Educational Needs (Sen), Grace H A Cooper

Plymouth Interdisciplinary Education Open Journal

The majority of children in England with Special Educational Needs or Disabilities (SEND) are educated within mainstream schools. Due to the broad range of needs of children, it is essential that mainstream schools are provided with adequate funding, preparation and training to ensure that the inclusion of every child is achievable and expected. Furthermore, sometimes schools feel that they cannot offer ample provision to give every child an equitable access to learning and therefore they are directed to SEND schooling – can a mainstream school be considered inclusive if they cannot support all children? This article will consider these arguments …

Call For Manuscripts, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

Call For Manuscripts, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

No abstract provided.

From The Editors, Michele J. Koomen, Thomastine Sarchet-Maher, Jessica Williams

Journal of Science Education for Students with Disabilities

JSESD remains a venue for the dissemination of research and practice related to the education of students with disabilities in the science classroom and laboratory since 1998. Volumes #1 through 11 were published in a print format. Starting with Volume #12, the journal has been published online and Open Access. Having JSESD in the Open Access format maximizes access for readers and authors and allows the journal to remain economically sustainable.