Special Education and Teaching Commons^™

Intimacy Versus Isolation In Adults With Intellectual Or Developmental Disabilities: An Educational Video-Series For Caregivers, Aubrey Lynn Brinkley

Student Capstone Papers

Caregivers of care-recipients with intellectual or developmental disabilities (IDD) do not have sufficient resources to assist their care-recipients with the adult developmental stage of intimacy versus isolation. This capstone considers the occupational and developmental impacts that growing individuals with IDD face, namely the developmental stages including healthy relationships, sexual safety, and intimacy. The literature review covers the scientific, statistical, and historical importance of this developmental milestone. Varied opinions and needs that surround the subject of intimacy and healthy relationships for adults with IDD were considered. Sexual abuse statistics were highlighted. A multitude of feedback from organizations, personal caregivers, scientists, psychologists, …

Experiences Of Black Students With Disabilities Suspended For Violating A Zero-Tolerance Policy: A Transcendental Phenomenology, Lee Benedict

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenology was to describe the experiences of Black students with disabilities suspended for violating a zero-tolerance policy. For this study, zero-tolerance policies were defined as rules and regulations put in place by a school system for which (alleged) violators must be suspended immediately with no administrative discretion. The theory that guided this study is geneticist Luigi Cavalli-Sforza and biologist Marcus Feldman’s cultural transmission theory (CTT), often called enculturation, which states that cultural elements such as attitudes, behaviors, beliefs and values are transmitted to individuals and groups. The central research question asked, what plausible evidence suggests …

The Impact Of Educators’ Perceptions Of Neurodivegence On Their Self-Efficacy In Teaching Middle And High School Students With Adhd And Autism In Rural Minnesota, Nicolle D. Bettcher Erickson

Dissertations, Theses, and Projects

ABSTRACT

The purpose of this phenomenological qualitative study was to explore how we can best support our teachers in matching our ever-changing educational landscape, specifically our neurodivergent learners. When educating neurodivergent students (students with autism or attention deficit hyperactivity disorder), we must understand how to teach these creative, sometimes misunderstood individuals and unleash their full potential. To do so, we need educational practitioners who have healthy perceptions of what it means to be neurodivergent and educators who understand both the talents and hurdles that being neurodivergent may entail. This study examined how non-special education teachers' perceptions of neurodivergence correlated with …

District Administrator Perceptions Of Response To Intervention Implementation In K-12 Underperforming Public Schools In Connecticut, Sarah J. Idris

Doctor of Education Program Dissertations

This qualitative phenomenological study aimed to understand the perceptions of Connecticut public school district administrators working at K-12 underperforming schools implementing response to intervention (RTI). Little was known about district administrators working in Connecticut K-12 underperforming schools’ perceptions of RTI implementation. Data was collected via semi-structured interviews with six volunteer participants who qualified as district administrators working in underperforming K-12 public schools in Connecticut. The information from this study illustrated how the district administrators perceived RTI implementation within their districts and the barriers they faced related to RTI implementation. Four themes and nine subthemes were identified. The four themes were …

Teaching And Normalizing Digital Accessibility For Students In The Chemical Sciences, Stefano C G Biagini

Journal of Science Education for Students with Disabilities

Digital accessibility is the inclusive practice of ensuring that all people can equally access digital information. However, this good practice has yet to be fully embraced by practitioners and educators in the chemical sciences. This article will describe and explain the key requirements of digital accessibility and how they apply to educators in the chemical sciences, with the emphasis on supporting visually impaired students; it will illustrate a case study of training students in adopting digital accessibility good practices in order to enable a culture change of greater inclusivity for the next generation; and finally illustrate low cost laboratory adaptations …

Rural Principals’ Perceptions Of Program Quality Indicators For Students With An Intellectual Disability, Jodee A. Prudente, Maryann Demchak

The Rural Educator

The use of program quality indicators (QIs) for teaching students with an intellectual disability (ID) is essential in meeting student needs and accessing curriculum. Principals who oversee and evaluate teachers of students with ID play a critical role in the implementation of QIs. A cross-sectional survey was conducted to investigate rural school district principals’ perceptions of the importance, teacher implementation, and principal ability to provide feedback on QIs for students with ID. Results indicate differences between principal perception of importance of indicators and reported confidence in ability to provide feedback on indicators. More specialized QIs received lower ratings of perception …

Teacher Retention And The Future Of Learning: Alarming Concerns About Preparing The Next Generation Of Citizens, Dejuanna M. Parker, Barbara D. Holmes

Journal of Research Initiatives

Research is robust in detailing the various reasons teachers leave the profession. There is scant literature on why teachers stay and what should be done to improve teacher retention. Teacher retention is a primary concern nationally and internationally. The inability to retain teachers has resulted in a teacher shortage and significantly affects student learning. Sorenson and Ladd (2020) This study yielded three emergent themes related to integral factors of teacher retention: changing attitudes on administrative support, workplace collegiality, and persistence of passion and purpose. Recommendations offered include encouraging administrators to leverage the passion and commitment of the educators to create …

Leading Transition: How Special Education Directors Make Meaning Of Their Leadership In Advancing Pathways To Employment, Deanna Gill

Dissertations of Practice

LEADING TRANSITION: HOW SPECIAL EDUCATION DIRECTORS MAKE MEANING OF THEIR LEADERSHIP IN ADVANCING PATHWAYS TO EMPLOYMENT

Dede Gill, Ed.D.

Department of Leadership, Educational Psychology and Foundations

Northern Illinois University, 2025 Kelly Summers, Co-Director Alexios Rosario-Moore, Co-Director

Despite decades of legislative reform and an expanding body of research on effective transition practices, students with disabilities continue to experience disproportionately poor post-school employment outcomes when compared to their non-disabled peers. Nationally, individuals with disabilities are employed at approximately half the rate of those without disabilities, and their poverty rates remain substantially higher. These outcomes persist even as federal and state mandates such …

Current Practices In Training Paraeducators: A Literature Review, Rebekah Pearson

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

I conducted a brief literature review to examine current practices for training paraeducators in school settings. I reviewed literature published after 2010 using an online database. Using an author-made inclusion criterion, 13 articles were considered for review. Findings suggest that behavior skills training (BST), brief performance feedback, didactic training, and a strategy instruction framework are currently being used to train paraeducators. These trainings have yielded positive results in increasing desired paraeducator behaviors. I conclude by discussing the limitations and directions for future research.

Surveying Teaching Rewards For Effective Behavior Management, Maggie M. West-Johnson

All Graduate Theses, Dissertations, and Other Capstone Projects

This study investigated the implementation of teacher reward systems within School-Wide Positive Behavioral Interventions and Supports (SWPBIS) in K–12 educational settings. While the PBIS framework has been extensively studied for its impact on student behavior and academic outcomes, limited attention has been given to supporting and motivating educators through systematic reward systems. This research aimed to identify the types of teacher rewards used, methods of selection and distribution, and staff perceptions of effectiveness and social validity. Using a structured 39-item survey distributed to SWPBIS team members across eight schools in Minnesota, the study gathered quantitative and qualitative data on current …

The Impact Of The Implementation Of The Interconnected Systems Framework (Isf) On Educators, Kayla Jones

Murray State Theses and Dissertations

Amid growing concerns around teacher retention and educator job satisfaction, this study explored how system-level frameworks, particularly the Interconnected System Framework (ISF), could influence key teacher outcomes. While the ISF has been widely associated with improved student outcomes, this research investigated its potential to enhance educator experiences, focusing on working conditions, retention rates, and school climate. Quantitative analysis revealed that schools implementing the ISF or PBIS reported significantly more favorable working conditions and school climate compared to non-implementing schools. Although teacher retention rates did not significantly differ across implementation types, notable variability within the non-implementing group suggests a need for …

Including Conscientiously: How Charter School Educators Experience Inclusion Education Implementation, Joe A. Petty

Dissertations

This narrative inquiry examined how charter school educators experience inclusive education implementation while confronting ableist systems that maintain exclusion through seemingly neutral practices. This research emerged from my lived experience of how educational structures systematically marginalize disabled students while appearing progressive. The study investigated two research questions: how support structures and leadership practices either perpetuate or dismantle ableist assumptions embedded in educational practice, and how educators negotiate tensions between implementing evidence-based inclusive strategies and addressing environmental factors that create the need for those strategies.

Data collection employed semistructured interviews with eight credentialed educators across two Southern California charter school sites, …

A Reset For Virginia: Systemizing Leadership And Resource Support For Alternatively Prepared Special Education Teachers, Nicholas E. Olson Dr., Rebecca W. Harmon Dr., Elizabeth H. Morris Dr., Michael-Jon Rodney Dr., Matthew Seidita Dr.

Doctor of Education Capstones

Virginia continues to face the impacts of the national teacher shortage, particularly in special education. The scarcity of licensed special education teachers has led to an increasing number of educators entering the profession through alternative routes with limited classroom experience. These alternatively prepared special education teachers (ARSETs) require sustained, targeted support to implement high-leverage practices (HLPs) that improve student outcomes. Although numerous professional learning opportunities exist, the current system of support is fragmented, and resources are inconsistently applied. Compounding this challenge, many schools lack enough experienced educators to provide in-field mentors for every new hire.

To assist the Virginia Department …

Block Schedules In Virginia Schools: Purposes, Outcomes, And Policy Considerations, David Naff, Meleah Ellison, Jamelle Simmons, Xun Liu, Martin Darby, Crystal R. Bell, Shelby Garofalo, Obed Boateng, Wendy Rodgers, Audrina Farrar, Karli Johansen, Mysia Perry, Maggie Szydlowski, Fatemah A. Khawaji, Katherine Urban

MERC Publications

When schools and divisions choose a daily schedule structure to follow, it is important to consider its purpose and potential impacts on students, educators, and families. The purpose of this MERC research and policy brief is to inform the work of school division leaders and school board members making decisions about whether to adopt or continue the use of block scheduling in middle and high schools. It explores the following questions:

1. What are block schedules and where are they used?

2. How are school schedules related to student outcomes and educator quality?

3. What policies at the federal, state, …

Supporting Students In Transition To And From Elementary School, Meleah Ellison, Jamelle Simmons, David B. Naff, Taryn G. Traylor, Meredith Dean, Sooyeon Moon, Jia Jia Liu, Latonja Y. Wright, Cameron Parkins, Jennifer Locasale-Crouch, Dana V. Yarbrough, Audrina Farrar, Obed Amoakoh Boateng

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of elementary school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from elementary school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions to …

Supporting Students In Transition To And From High School, David Naff, Jamelle Simmons, Meleah Ellison, Shelby Garofalo, Laura Thoene, Kim Dupre, Sooyeon Moon, Karli Johanson, Paul Harris, Martin Darby, William L. Parker, Tracy Booker, Janel Miley, Mysia Perry, Xun Liu, Maggie Szydlowski, Ahmed Abbas

MERC Publications

This report is part of a two-part series focused on supporting students in transition across PK-12 education. Specifically, it explores transitions into and out of high school school. The report includes a synthesis of recent peer-reviewed literature, analysis of publicly available data (with a specific focus on Virginia and the metropolitan Richmond region), and summary of relevant federal, state, and school division-level policies. It answers the following questions:

1. What are key considerations for supporting students in transition to and from high school in the MERC region?

2. How do federal, state, and division policies guide support for student transitions …

The Virginia Consortium For Teacher Preparation In Blindness And Vision Impairment: Program Overview And Structure, Kimberly Avila, Justin A. Haegele, Annemarie L. Horn, Katelyn Makovec

Human Movement Studies & Special Education Faculty Publications

The Virginia Consortium for Teacher Preparation in Blindness and Vision Impairment (VI Consortium) is a collaborative personnel preparation program consisting of George Mason University (Mason), Old Dominion University (ODU), and Radford University (RU). Funded by a grant from the Virginia Department of Education (VDOE), the VI Consortium trains teachers to work with students who are blind and visually impaired as teachers of students with visual impairments (TSVIs) across the Commonwealth of Virginia. Each of our partner universities recruits, advises, enrolls, and confers degrees for teacher candidates. Mason serves as the primary institution, coordinating grants, awarding sub-contracts, developing and leading courses, …

The Caseload Chronicles: Investigating The Case Manager Role Through The Perspectives Of Current Special Education Teachers, Khalil Milad Abouhamad

University of the Pacific Theses and Dissertations

Teacher attrition and resulting shortages have become severely problematic across the United States. This is especially true within special education. This study employs role theory (Kahn et al., 1964) to isolate the case manager role carried by special education teachers, investigate it through the stories of current practitioners, and establish it within academia. Burnout theory (Maslach, 1993) provides a lens through which to evaluate the strain of working conditions surrounding the case manager role. Elements of narrative inquiry (Clandinin, 2006; Creswell & Guetterman, 2019) in the form of 1-1 interviews with current IEP case managers from across California provided the …

Factors Affecting Involvement Of Parents Of Students With Learning Disabilities In Saudi Elementary Schools, Mohammed Alyahya

Electronic Theses and Dissertations

The research explores the factors that influence parental involvement in school children with learning disabilities in Riyadh, Saudi Arabia. Understanding these factors is crucial, as parental involvement is widely recognized as essential for the academic success of children, particularly those with learning disabilities. This study used a quantitative approach to collect data from parents of students with learning disabilities, including parents' age, gender, income, employment status, and parental beliefs (responsibilities and capabilities). The findings reveal that parental beliefs regarding their responsibilities towards their child's education are the only significant predictor of parental involvement. In contrast, other variables, including age, gender, …

Perceptions Of Communication And Collaboration Between Special Education And Career And Technical Education Teachers, Alexander Novickoff

Electronic Theses and Dissertations

This dissertation explores the communication and collaboration between Local Education Agency’s (LEA) special education staff and Career and Technical Center (CTC) staff in supporting students with disabilities (SWD). Given the critical role of effective interagency communication in providing comprehensive support to SWD, this study seeks to identify the perceptions, methods, and frequencies of communication between these entities. The research is set within the context of non-comprehensive CTCs in Pennsylvania, where students split their time between their home schools and regional CTCs. Through a quantitative approach, consisting of a detailed survey distributed to both LEA and CTC staff, this study examines …

A Qualitative Study Of Iranian Efl Teachers’ Perceptions Of A Digital Diversified Education, Seyed Mohammad Reza Marvasti Zadeh, Azizollah Dabaghi Varnosfadrani Advarnosfadrani, Mohammad Amiryousefi

The Qualitative Report

Because Iran is a country of learners of diverse languages, socio-economic classes, genders, and ages, digital diversified education seems appropriate to address needs in English language education. However, there is a notable gap in research on teachers’ perceptions about this type of education. To fill this gap, this study aimed to investigate the perspectives of Iranian teachers of English as a foreign language (EFL) regarding a diverse digital education. Data were collected via an open-ended survey with 30 EFL teachers, both male and female, who were selected through convenience sampling. Analysis revealed several key themes, including the utilization of diverse …

Preparing Educators To Effectively Engage With Postsecondary Stem Students With Autism, Luzconsuelo Gavaldon

Open Access Theses & Dissertations

Autism spectrum disorder (ASD) is a lifetime mental disability (Boucher, 2009). Because the brains of people with autism work differently than their non-neurodiverse peers (Kuzminskaite et al., 2020), they tend to respond to external stimuli in a hypo- or hyper-sensory fashion. One of the primary considerations that must be accounted for when working with individuals with autism is that the brains of these persons are each neurologically distinct. In other words, there is no "one-size-fits-all" means by which individuals with ASD learn and develop and, consequently, no single way to therefore engage with said individuals (Anderson & Butt, 2017; Kuzminski …

Toward Dissolving The Institutionalization Of “Othering”: Organizational Conditions That Support Shared Responsibility, Jennifer R. Cowhy, Lok-Sze Wong, Megan Hopkins

Counseling, Leadership, and Research Methods Faculty Publications and Presentations

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Abstract

Examining The Use Of Embedded Generative Strategies With Graphic Organizers To Improve Science Achievement Of Students With Learning Disabilities, Gamze Karaer, Macid A. Melekoglu, Brian Hand

Journal of Science Education for Students with Disabilities

Students with learning disabilities have difficulty in science literacy because of the extensive amount of abstract concepts in comprehending science content. An adapted alternating treatments design with an extended baseline was used to compare the effectiveness and efficiency of graphic organizers (GOs) enhanced with predicting-observing-explaining (POE) (Module-I) and GOs without POE (Module-II) on science achievement of six middle school students with learning disabilities. Results indicated that both procedures were effective to improve performance on all dependent variables for all participants. However, the result of efficiency data showed that Module-I seemed to be more efficient across four students in terms of …

Understanding Heutagogy: A New “Gogy”, Romero D'Souza

Journal of Research Initiatives

In an era of expanding research on innovative approaches to student-centered learning, this paper contributes to the discourse on heutagogy's potential benefits for individual professional growth. The concept of heutagogy is dissected, emphasizing its significance in educational settings. The study elucidates the nature of heutagogy, its principles, and the role of the heutagogy educator in facilitating self-directed learning. Furthermore, the study explores the benefits and critiques of heutagogy, considering its implementation challenges. This study explores the relevance and significance of heutagogy in the contemporary educational context, considering the backdrop of ICT integration in 21st-century classrooms, the transformative impact of the …

Cultural Advocacy And Teachers Of Color, Torine Champion, Linda Wilson-Jones

Journal of Research Initiatives

Teachers of color face marginalization and microaggressions that their White counterparts do not have to face. African American teachers experience microaggressions pathologizing their cultural values and communication styles, cultural/ethnic insensitivity, an ascription of their intelligence, and being treated as second-class citizens) that are hurtful, undermining, and disparaging (Brown, 2019). Asian American teachers face gendered, racial, and sexualized expectations on their campuses (Endo, 2015). A study of Latina bilingual teachers revealed that they felt alienated from their colleagues, had larger workloads, and did not have access to support (Amos, 2016). Teachers of color experience inequalities, microaggressions, and marginalization that impact their …

The Disconnect Between Student And Educator Perspectives On Effective Technology Usage In Higher Education, Matt Marino

Journal of Research Initiatives

This article explores the disconnect between student and educator perspectives regarding practical technology usage in higher education. As technology continues to play an increasingly prominent role in the educational landscape, understanding the differing viewpoints of students and educators is crucial for designing impactful technology integration strategies. Through a comprehensive literature review, this article examines the factors contributing to the disconnect and its implications for teaching and learning in higher education. Additionally, recommendations are provided to bridge this gap and promote a more aligned understanding of effective technology usage between students and educators.

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Dr. Carter G. Woodson And Pedagogy In Education, Dorrance Kennedy, Terri Moore-Brown, Abraham Watson

Journal of Research Initiatives

Dr. Carter G Woodson was an African American historian, author, publisher, and activist. He is known as the Father of Black History. He was the second African American to receive a doctorate from Harvard University. He was the founder of the Journal of Negro Education and the Associated Publishers. He wrote many influential books, including The History of the Negro Church and The Miseducation of the Negro. He died in Washington, DC in 1950.

A Critical Realism Epistemological Informed Case Study: Special Education Teacher Retention In Urban And Suburban School Districts In Minnesota, Jill Bachmann Dr

Doctorate in Education

Special education teachers play a pivotal role in school districts across the country. Special education students benefit from teachers who are knowledgeable in their practice, dedicated, and able to meet their needs, regardless of their abilities. High turnover rates among special education teachers have significant implications for the quality of education provided to students in special education and the overall functioning of schools. Despite decades of research in the area, retention of special education teachers continues to plague districts.

Utilizing a critical realism epistemological approach, this qualitative research study provides an overview of the challenges associated with special education teacher …

Consultation Versus Direct Special Education Services And Postschool Outcomes For Individuals With Disabilities As Assessed By Indicator 14 Data, Callie Welch

Electronic Theses and Dissertations

There is abundant research relating to transition supports and services for students with disabilities as they move out of high school into adulthood; however, relatively little is known about the relationship between the type of special education services they received and their postschool outcomes. Guided by the Social Cognitive Career Theory (SCCT) and Tennessee’s Indicator 14 survey, I sought to better understand the relationship between the type of special education services received in high school and student further schooling or employability after graduation. Data were drawn from Indicator 14 surveys from 2021 and 2024 conducted by a rural school district …