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Special Education Administration Commons™
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Articles 31 - 33 of 33
Full-Text Articles in Special Education Administration
Examining Explicit Professional Development As A Means To Change Inclusive Mindsets, Mitchell E. Elatkin
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 …
Using Curated Co-Teaching Tools To Elicit Tacit Experiences Related To Collaboration, Innovation, And Satisfaction Between Co-Teaching Pairs, Lisa Caputo Love
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 …
Wired For Inclusion: Leveraging Strengths Of Neurodivergent Special Educators, Brok Hess, Teresa Clark Ed.D.
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 …