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Special Education and Teaching Commons™
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- Co-teaching (2)
- Inclusion (2)
- North Carolina (2)
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- Academic growth (1)
- Administrator capacity (1)
- Attitude (1)
- Co-teaching rubric (1)
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- Fidelity of implementation (1)
- Gardner's multiple intelligences theory (1)
- ITTAP (1)
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Articles 1 - 9 of 9
Full-Text Articles in Special Education and Teaching
Efficacy, Attitudes, And Collaboration Of Co-Teaching For Middle School General And Special Educators, Ellenita Blanton
Efficacy, Attitudes, And Collaboration Of Co-Teaching For Middle School General And Special Educators, Ellenita Blanton
Doctor of Education Dissertations
The purpose of this mixed methods study was to investigate how general and special educators’ attitudes, efficacy, and collaboration promote co-teaching relationships that benefit exceptional students in urban middle schools. The impacts of co-teaching on the attitudes, efficacy, and collaboration of secondary teachers were explored. A questionnaire was distributed to general and special education teachers, and focus groups were held. The methodology included using a quantitative phase and a qualitative phase research design to collect the data. The quantitative measure used was surveys. Participants, who were qualified, were chosen for the interview and focus group portions of the study. In …
The Implementation And Impact Of The Teacher Evaluation Process On Special Educator Professional Growth In A Public Middle School, Michael L. Lefko
The Implementation And Impact Of The Teacher Evaluation Process On Special Educator Professional Growth In A Public Middle School, Michael L. Lefko
Doctor of Education Dissertations
This mixed methods program evaluation examined teacher and administrator perceptions regarding fidelity of implementation of components of the teacher evaluation program with middle school special education teachers. These components include pre-conferences, observations, and post-conferences; summary evaluations; and professional development plans. Incorporating evidence from qualitative interviews with school-based administrators, qualitative focus groups with special education teachers, and a quantitative survey with special education teachers, this study found that fidelity of implementation of the components of teacher evaluation is impacted by evaluator capacity. Capacity is defined as both, time to engage in the components of teacher evaluation and professional knowledge of special …
Is There A Disproportionate Representation Of African American Males In Special Education? A Causal-Comparative Investigation, Kiena S. Hughley, Karen H. Larwin
Is There A Disproportionate Representation Of African American Males In Special Education? A Causal-Comparative Investigation, Kiena S. Hughley, Karen H. Larwin
Journal of Organizational & Educational Leadership
African American male students are disproportionately represented in special education. The purpose of the current study is to examine the disproportionality of African American male students who are referred to special education programs and are identified special education services, specifically in the areas of Emotional Disturbance (ED), Specific Learning Disability (SLD), and other low incidence disabilities (OTH), which includes Speech & Language Instruction, Other Health Impaired, Autism, and Traumatic Brain Injury, in Northeast Ohio’s suburban school district for the 2017-2020 school year. The sample was drawn from a suburban school district in Northeast Ohio which consisted of six schools. Findings …
The Impact Of The Mtss Framework On Special Education Referral Rates And Eligibility For Specific Learning Disabilities, Tonya Scism Walker
The Impact Of The Mtss Framework On Special Education Referral Rates And Eligibility For Specific Learning Disabilities, Tonya Scism Walker
Doctor of Education Dissertations
The purpose of this explanatory sequential mixed methods study was to examine the effect of the Multi-Tiered System of Support (MTSS) framework on special education referral rates and the eligibility of special education services in the category of specific learning disability at two elementary schools. This study also investigates educator perceptions of the impact the MTSS framework has had on special education referral rates and eligibility. Archival quantitative data on the special education referral rates and eligibility rates in the area of specific learning disability from 2009-2010 to the 2017- 2018 school year were collected from the statewide special education …
A Comparative Study Of Classroom Teachers' Perceptions Towards Inclusion, Keisha H. Pritchard
A Comparative Study Of Classroom Teachers' Perceptions Towards Inclusion, Keisha H. Pritchard
Education Dissertations and Projects
The purpose of this study was to determine classroom teachers' perceptions of inclusion in local education agencies (LEAs) in North Carolina. Regular education teachers at both the elementary and secondary levels were surveyed to determine characteristics that impact their perceptions of inclusion in regards to teacher gender, years of teaching experience, subjects taught (core or elective classes), past experience with inclusion, personal experience with disabilities, number of hours of coursework concerning disabilities, number of hours of professional development concerning disabilities, number of hours of training concerning inclusion, and region. This study detailed related research in the area of inclusion and …
Teacher Understanding And Perception Of A Response To Intervention Program In A Rural, Western North Carolina School District, Dwight Dean King
Teacher Understanding And Perception Of A Response To Intervention Program In A Rural, Western North Carolina School District, Dwight Dean King
Education Dissertations and Projects
Response to Intervention, aka Response to Instruction (RtI), is a multi-tiered instructional process designed to provide research-based interventions to struggling learners. It has recently gained increased popularity with the perceived failure of the discrepancy formula model of placing children in special education services and with the recent reauthorization of the Individuals with Disabilities Education Act. Because RtI is just gaining ground in the field of education, limited research regarding teachers' perceptions of the process is available. This research project utilized a mixed-methods approach, combining survey and interview data, to assess teacher understanding and perception of RtI in a rural North …
Perceptions Of Pre-Service Teacher Training Concerning Curriculum Alignment For Students With Developmental Disabilities, Kim Watkins
Education Dissertations and Projects
Legislative mandates require teachers to provide access to the general curriculum for all students in the least restrictive environment. Though policies are in place to ensure high quality instruction for all students, many students with developmental disabilities are still being served in self-contained settings with a life-skills instructional approach only, without the necessary supports for accessing the general curriculum. The purpose of this study was to reveal the extent of pre-service teacher perceptions of teacher training on curriculum alignment in order to improve pre-service teacher training in special education for access to the general curriculum for students with developmental disabilities. …
The Impact Of Inclusion On The Academic Achievement Of High School Special Education Students, Harold Smith Dawkins
The Impact Of Inclusion On The Academic Achievement Of High School Special Education Students, Harold Smith Dawkins
Education Dissertations and Projects
This dissertation examined the impact of inclusion on the academic achievement outcome of high school special education students as measured by English 1, biology, and algebra 1 as a function of gender, ethnicity, and years of inclusion. The study also examined the generalizations with confidence that could be made about the use of inclusion methodology in high schools within an urban North Carolina school district as measured by end-of-course test scale scores. Data from three traditional high schools within the Charlotte-Mecklenburg School District were used in this study. High school special education students lagged behind several other subgroups on end-of-course …
An Analysis Of The Perceived Effects Of The Welsh Inclusion Model On The Academic Growth Of Special Needs Learners In A North Carolina Elementary School, Stephen Ray Pickard
An Analysis Of The Perceived Effects Of The Welsh Inclusion Model On The Academic Growth Of Special Needs Learners In A North Carolina Elementary School, Stephen Ray Pickard
Education Dissertations and Projects
The purpose of this qualitative case study was to examine the implementation of the Welsh Inclusion Model at a Title I elementary school in grades 4 through 5 in the Piedmont area of North Carolina. The researcher visited the Title I school, which was embarking in only its second year in the implementation of the Welsh Inclusion Model. During these visits, the researcher interviewed the principal, the Director of Elementary Education, and two inclusion teams. The entire group participated in a focus group interview. The surveys, interviews, ITTAP, and Co-Teaching rubric provided data that were triangulated to determine how well …