Special Education Administration Commons^™

Increasing Inclusive Students' Achievement Through Use Of Usatestprep's Integrated Learning Systems, Roslynn Darnell Elom

Walden Dissertations and Doctoral Studies

Integrated learning systems (ILS) are effective ways to increase academic achievement for students, including those with disabilities. However, many teachers do not fully or properly implement this type of educational technology in their classroom teaching. The purpose of this qualitative bounded case study was to examine the perceptions of high school educators and administrators toward ILS use. The study was grounded in Ely's conditions of change theory. Research questions focused on educators' perceptions of barriers toward implementation of an ILS in the classroom. Participants included 8 inclusive secondary school teachers and 2 local administrators in a rural school system in …

Teachers' And Parents' Perceptions Of Special Education Referral For African American Students, Darlene Smith

Walden Dissertations and Doctoral Studies

Patterns of representation of African Americans in K-12 special education programs vary across the United States. A school district in Arizona has a 13% African American population, yet the African American special education representation is 17%. The purpose of this grounded theory study was to generate an understanding of the processes related to special education referral and assignment of African American elementary students as perceived by 7 teachers and 6 parents in the school district. Inductive analysis including open, axial, and selective coding led to the categorization of three themes: complexity in the referral process, inadequate teacher-parent communication and lack …

Teachers' Perceptions Of Professional Development Benefits For Teaching In Inclusive Classrooms, Francene Ramon Garrett

Walden Dissertations and Doctoral Studies

There is a correlation between the professional development that teachers receive and student academic success. It has been shown that knowledgeable teachers have a profound impact on student achievement. Many general and special educators enter the field of education and are placed to teach in inclusive environments with little to no professional development related to inclusion. This placement often adversely impacts the success of students with disabilities on state tests. However, there is limited information on the types of professional development necessary for teaching in inclusion. Guided by Bandura's social cognitive theory, this study explored teachers' perceptions of the types …

Puzzled Representations: Popular Media And How Educators Come To Know Autism, Vanessa N. Keener

College of Graduate Studies: Theses & Dissertations

People learn about the world through popular culture. Popular culture media representations of autism can be found in TV, film, literature, Internet media, advertisements, and more. This study employed a quantitative correlational design to survey 273 Georgia educators regarding their perceptions of autism, including knowledge about autism, best practices for teaching students labeled as having autism, perceived positivity and accuracy of popular media representations of autism, as well as participant identification with popular media representations of autism and personal characteristics (i.e., age, sex, level of education, type of degree, years of teaching experience, professional and personal experiences). Six major findings …

Examining Adolescent Student Photography And Related Processes To Inform Day Treatment School Curricula And Behavioral Interventions, Jason Edward Gorbel

Walden Dissertations and Doctoral Studies

Adolescent students with psychiatric disorders who are educated in day treatment school classrooms manifest cognitive limitations, maladaptive behaviors, and social functioning deficits that often lead to academic failure, impeding their productivity when they become adults and causing them to run afoul of the criminal justice system. Informed by their students' interests and perspectives, day treatment schoolteachers can individualize existing curricular and behavioral interventions, or develop alternatives so that unwanted classroom behaviors decrease and academic performance improves. This qualitative case study used Roland Barthes' (1981, 1985) theory of semiotics as a conceptual framework for answering how an analysis of photographs taken …

Transitioning Students With Autism Spectrum Disorder From School To Society, Charla Brenta Spurlin Deleo

Walden Dissertations and Doctoral Studies

High school administrators in a rural school district were providing transition planning to students with autism spectrum disorder (ASD) in order to meet postschool transition goals. Despite these efforts, few students with ASD were employed or enrolled in postsecondary training, and parents reported that they were dissatisfied with the postschool transition process. The purpose of this collective case study was to explore parental and staff perceptions of the postschool transition processes of students with ASD to increase the understanding of the practice related to postschool transitions. Guided by Tinto and Pusser's institutional framework, research questions were focused on the experiences …

Inclusion In Jamaican Primary Schools: Teachers' Self-Efficacy, Attitudes, And Concerns, Jillian Samms

Walden Dissertations and Doctoral Studies

Inclusive education has become an international phenomenon; however, many developing countries struggle with its implementation. At last assessment of the Jamaican educational system in 2004, findings revealed exclusionary practices which are in contrast to international standards on education. Many children with special needs may not be receiving adequate support for education. Using Bandura's social learning theory as a foundation, this study examined whether there is a predictive relationship between grade level, type of school, location of school, access to support resources, perceived school climate, pedagogical beliefs, extent of inclusion training, attitudes to inclusion, and teachers' ratings of self-efficacy for inclusive …

Inclusion Teachers' Attitudes And Practices Regarding Literacy Strategies, Lisa Christine Putt

Walden Dissertations and Doctoral Studies

Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was to explore 7th and 8th grade content area inclusion teachers' attitudes toward and perceptions of …

Working Memory Difficulties And Eligibility For K-12 Special Education, Corrie L. Wilson

Walden Dissertations and Doctoral Studies

Working memory (WM) has long been associated with deficiencies in reading. Approximately 35% of students in the United States who receive special education services do so under the category of specific learning disability (SLD). The study's theoretical underpinning was Baddeley's model of WM; previous research revealed a significant literature gap regarding how WM difficulties affect eligibility for special education under the category of SLD in reading. In this quasi-experimental study, a purposive sample was taken from archival data of two groups of K-12 students who had been referred for special education eligibility evaluation: The two groups were students evaluated for …

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Journal of Science Education for Students with Disabilities

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Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

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

Integration In Little Rock Area, Part 5: Are Students Moves More Integrative Or Segregative?, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

School integration has been a contentious policy issue in Little Rock since the 1950s. Recent charter expansions have raised questions about the current level of integration in public schools (charter and traditional) in the Little Rock metro area. As part of our series on integration in Little Rock, this brief examines the impact of student moves on the overall level of integration in the Little Rock area public school system.

School Crisis Plans: Are You Prepared?, David Alan Dolph

Educational Leadership Faculty Publications

The majority of states have statutes requiring school districts to develop school safety plans focused on preventing and responding to crisis situations. Plans may include protocols for disseminating school safety plans to appropriate personnel; mandatory fire, tornado, or active drills; and community involvement.

Although the degree of comprehensiveness of those plans depends on state legislation, all should include the basic elements offered here, focused on creating secure school environments.

Integration In The Little Rock Area, Part 4: What Is The Current Level Of Integration In Little Rock?, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

School integration has been a contentious policy issue in Little Rock since the 1950s. Recent charter expansions have raised questions about the current level of integration in public schools (charter and traditional) in the Little Rock Area. As part of our series on integration in Little Rock, this brief examines the prevalence of hyper segregated white, black, and economically disadvantaged schools, and calculates the average difference between school demographics and the area’s demographics.

Integration In The Little Rock Area, Part 3: Where Do Students Move?, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

School integration has been a contentious policy issue in Little Rock since the 1950s. Recent charter expansions have raised questions about the current level of integration in public schools (charter and traditional) in the Little Rock Area. As part of our series on integration in Little Rock, this brief examines the differences in school-level demographics and academics between the schools students leave and the schools these students enter

Integration In The Little Rock Area, Part 2: Disproportionalities Among Student Movers, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

School integration has been a contentious policy issue in Little Rock since the 1950s. Recent charter expansions have raised questions about the current level of integration in public schools (charter and traditional) in the Little Rock Area. As part of our series on integration in Little Rock, this brief examines the demographics and academic performance of students switching between public school sectors, and disproportionate representation of certain students among sector switchers

Integration In The Little Rock Area, Part 1: Demographic Trends In Enrollment, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

School integration has been a contentious policy issue in Little Rock since the 1950s. Recent charter expansions have raised questions about the current level of integration in public schools (charter and traditional) in the Little Rock Area. As an introduction to this work, we begin by examining broad changes in enrollment before we drill down in later briefs and study the impacts of individual moves

Critical College Experiences Of The Middle Third Of The High School Graduating Class, Nathan Kaoru Keikiokamakua Hanamaikai

Department of Educational Administration: Dissertations, Theses, and Student Research

Seven recent graduates from a large, open access university in the Western United States who also graduated from high school in the middle third of their graduating class were interviewed to examine what they considered critical decisions during college and what effect those decisions had on their progress towards graduation. More than 45 critical incidents were identified by the participants. All incidents involved interaction with another person to some degree. All but 11 of the incidents were with people outside of institutional employees. Of the 11 incidents, the majority involved faculty members in either positive or negative situations. Upon further …

Postsecondary Remediation And Rogers’ Academic Guarantee, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

Over a decade ago, Rogers School District implemented a policy called the Academic Conclusion P.4 Guarantee, promising to reimburse eligible graduates who have to enroll in remedial courses in college. In this brief, we examine Arkansas’s college remediation policy, Rogers’ policy, and how this might affect other Arkansas school districts.

Understanding The Self-Efficacy Beliefs Of Preservice Learning And Behavioral Specialists During Their Practicum, Field-Based, And Student Teaching Semesters, Alice S. Cahill

Theses and Dissertations

The study of self-efficacy has become a dominant topic in psychological and educational research over the last 50 years. However, little information is known about preservice teachers and even less about preservice special education teachers’ beliefs. This study was designed to survey preservice special educators’ self-efficacy beliefs placed outside of the college classroom in the education field.

The participants (n = 74) were special education preservice teachers in the state

of Illinois in their practicum, field-based, or student teaching semesters. The participants completed a 24-question online survey designed by Tschannen-Moran and Hoy (2001) on their self-efficacy beliefs in the areas …

Kids Through College: How Helena-West Helena And Kipp Delta Are Serving All Students, Sarah C. Mckenzie, Gary W. Ritter

Policy Briefs

Two years ago, KIPP Through College advisors from KIPP Delta Collegiate High School started working at Central High in Helena. What’s happened since reveals the power of collaboration and suggests best practices for all schools.

Building Principals’ Self-Efficacy Regarding Their Ability To Supervise Special Education Programing And Staff, Candida J. Marek

Masters Theses

This study uses quantitative data analysis to reveal Michigan building principals’ selfefficacy dependent on number of years on the job and types of certification they hold. These findings reveal the need for principals to have more opportunities to better understand this special population they are leading and are responsible for. Albert Bandura has established much research on self-efficacy and cognitive theory. Applying that research to that of principal responsibility reveals a need for more knowledge and confidence in the area of Special Education. Principals report that this area is not addressed formally in their certification journey and the need to …

Technology-Based Family Education In Asl/English Bilingual Schools For The Deaf, Myriah L. Dixon

All Theses And Dissertations

More research on how ASL/English bilingual schools for the deaf educate hearing families to apply bilingual education methodology at home is warranted. Given the rising use of technology in schools, its role within these family education programs was the primary focus. Thirty-two participants from 22 different schools completed an online, researcher-developed survey. Follow-up, online interviews were conducted with 7 participants, and artifacts were collected from 10 schools. Qualitative and quantitative descriptions express the study’s results based on technology used as an informational and influential tool, counseling and coping tool, diversity tool, and program evaluation tool. Schools are using multiple forms …

A Phenomenological Investigation Of Rural Central Office Administrators’ Experiences In Supporting Marginal Special Education Teachers, Lawrence Randolph

Doctoral Dissertations and Projects

The purpose of this qualitative transcendental phenomenological study was to examine the life experiences of 11 central office administrators from rural school divisions in Virginia, and investigate their shared experiences when assisting and supporting marginal special education teachers. The four theories guiding this study were Bronfenbrenner’s ecological systems theory, Collins, Brown and Newman’s cognitive apprenticeship theory, Evans’ path-goal leadership theory, and Burns’ transformational leadership theory. Bronfenbrenner’s ecological systems theory discusses the environment of a child impacts their growth and development. Collins, Brown, and Newman’s cognitive apprenticeships theory in context of this study describes how master teachers or administrators must train …

Effects Of A Self-Advocacy Intervention On The Ability Of High School Students With High Incidence Disabilities To Advocate For Academic Accommodations, Nancy J. Lopez

Theses and Dissertations

One factor that may contribute to the success of students with disabilities in postsecondary educational settings may be their ability to advocate for academic accommodations (Garrison-Wade, 2012; Getzel & Thoma, 2008). By incorporating self-determination practices into the curriculum and transition process during high school, students with disabilities may acquire the self-advocacy skills to be successful in postsecondary settings. The purpose of this study was to examine the effects of a self-advocacy intervention on the ability of five high school students with high incidence disabilities to request academic accommodations in a high school general education course. Specifically, this study was a …

Extended Learning Time, Ivette M. Febo

Seton Hall University Dissertations and Theses (ETDs)

Abstract

Research suggests that regular participation in programs that provide academic and social activities contribute positively to children’s academic and social development (National Education Association, 2004). However, existing literature on teachers’ and parents’ views on extended learning time is limited. A lot of emphasis has been placed on after-school programs for three primary reasons. First, attendance in after-school programs can provide children with supervision during a time when many might be exposed to and engage in more anti-social and destructive behaviors. Second, after-school programs can provide enriching experiences that broaden children’s perspectives and improve their socialization. Third, after-school programs may …

Social Positioning: Positioning Adults With Severe And Multiple Disabilities And Complex Communication Needs For Social Interaction, Dena Bonnike

Theses and Dissertations

This single subject multiple probe study across dyads investigated the effects of social positioning on the nonsymbolic and symbolic communication of adult peers with severe and multiple disabilities and complex communication needs (SMD-CCN) when they were out of their wheelchairs. Social positioning referred to the positioning of adults with SMD-CCN in proximity and facing one another (no more than three ft apart) with access to speech generating devices (SGDs) with appropriate messages for communicating and socializing with peers. Videotapes of the adults were analyzed to collect event recording data of their nonsymbolic (eye gaze, reaching, and vocalization) and symbolic (SGD …

Beyond Behavior, Craig C. Laupheimer

Scholarship and Engagement in Education

Teaching to engage students with Attention Deficit Hyperactivity Disorder (ADHD) can inspire the whole classroom and make teaching and learning engaging and exciting. Although teachers and students alike face a challenging educational landscape, much can be done to empower students with special needs. Teaching with the whole classroom in mind with an emphasis on hands on, explorative and inspirational learning experiences to accommodate for these students strengthens and causes student engagement and agency. This article highlights the challenges and potential breakthroughs possible for classroom instruction specifically where the ADHD student is concerned and looks towards teaching mindfulness and empowerment as …

Elementary General Education Teachers' Perspectives Towards The Inclusion Of Students With Emotional Disturbances, Leona E. O'Dear

Theses and Dissertations

Inclusion of students with emotional disturbances (ED) is encouraged nationally through litigation and legislation. Despite this fact, 38.1% of the students with ED spend less than 40% of their day in a regular education classroom due to several barriers. Research has demonstrated that one of the barriers to inclusion exists in general education teachers’ attitudes towards the inclusion of students with disabilities. The purpose of this research study was to use a qualitative design to study the perspectives of general education teachers at the elementary level in an urban Illinois school district towards the phenomenon of the inclusion of students …

Parent-Implemented Intervention Using An Ipad To Enhance Expressive Language In Young Children, Yvette Renee Evans

Theses and Dissertations

Early childhood special educators face many challenges teaching young children with expressive language delays. One of those challenges is teaching parents effective strategies to address the expressive language delays in the home setting. The purpose of this multiple probe single-subject design study was to provide a systematic approach that included the use of mobile technology for parents to promote their child’s expressive language development. To accomplish this goal, a four-week intervention implementing the Joint Attention Mediated Learning-Focus on Verbal Expression with Technology (JAML-FVET) strategy across four families was conducted. The researcher provided the intervention while training the parent. Specifically, the …