Special Education and Teaching Commons^™

Enhancing Cognitive And Emotional Development In An Inclusive High School Setting: A Study Of Students With Intellectual Disabilities, Roxanne Miller

Doctoral Dissertations and Projects

Students with intellectual disabilities often experience cognitive deficits that limit the development of social cognition and critical thinking skills. Challenges in executive functioning, including reduced metacognitive awareness, emotional regulation, and self-regulation, further hinder their ability to plan, monitor, and adapt their thinking and behavior, creating barriers to success in inclusive educational settings. This mixed-methods pilot study examined the effects of the Feuerstein Instrumental Enrichment (FIE) program on the cognitive development of five high school students with intellectual disabilities enrolled in an inclusive Christian high school over one semester. Using a sequential explanatory design, quantitative data were collected via the MINDCAP …

Agree To Disagree? Classification Agreement Among Discrepancy-Based Sld Models Used In School Psychology, Emma M. Ferns, Carlos O. Calderón-Tena

Journal of Educational Research and Practice

For decades, school psychologists have attempted to operationalize the federal definition of the most prevalent disability under the Individuals with Disabilities Education Act (IDEA), specific learning disability. These attempts have led to three major identification method camps: the severe discrepancy approach, the patterns of strengths and weaknesses (PSW) approach, and the response-to-intervention approach—all of which are federally permissible under the IDEA. This study aimed to determine whether three operationalizations of the severe discrepancy approach (simple severe discrepancy using 1 and 1.5 standard deviations and the regression approach) identified the same students as those classified by their school as having an …

A Systematized Review Of Parent Experiences With Special Education Placement In Rural Communities, Madeline Bishop

Educational Specialist, 2020-current

Parents of children enrolled in special education programs often face unique challenges, particularly in rural settings where access to resources and communication with school personnel can be limited. This systematized review explores how rural school systems can best support parents during the special education process. A systematized review of articles published between 2005 and 2025 was conducted. A thematic analysis of 20 articles revealed 3 themes following the review: benefits and barriers to rural special education, professional relationships, and parents’ strain and appreciation. Overall findings highlight the importance of the experiences between parents and school personnel regarding special education. Limited …

Students With Borderline Intellectual Functioning: Dropping The Label And Reducing The ‘Line’, Samantha M. Sitzman

Educational Specialist, 2020-current

Students with Borderline Intellectual Functioning (BIF) often experience significant academic and social-emotional difficulties while remaining ineligible for many formal special education services, creating challenges in identifying and supporting this population within school settings. This convergent mixed methods study examined school psychologists’ perspectives regarding the challenges experienced by students with BIF, the interventions commonly used to support them, and the systemic barriers associated with service delivery. Twenty-two practicing school psychologists in Virginia completed a researcher-developed survey containing quantitative and qualitative items. Quantitative data were analyzed using descriptive statistics, and qualitative responses were analyzed using thematic analysis.

Findings indicated that school psychologists …

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 …

Interprofessional Collaboration: A Survey Study Focusing On Pre-Service Professionals, Megan L. Bell

Masters Theses, 2020-current

Board certified behavior analysts (BCBAs) are bound by an ethical code to engage in appropriate means of interprofessional collaboration for the best interest of their clients. Training in this has been increased during graduate coursework to ensure BCBAs are intentionally following through on this notion to allow for stronger professional relationships with other related service providers and are holistically providing the best care possible for their clients. The goal of this survey was to better understand how these changes compares to other related services providers and their goals of collaboration, when working with individuals with disabilities. A survey was disseminated …

An Equity-Based And Culturally Responsive Bill Of Rights For Early Childhood Students Of Color With Exceptionalities, Evette Simmons-Reed, Michelle Frazier Trotman Scott, Gloria Tardash, Mildred Boveda, Donna Y. Ford

Perspectives on Early Childhood Psychology and Education

The COVID-19 pandemic exacerbated existing disparities in early intervention (EI) and early childhood special education (ECSE) services for culturally and linguistically diverse (CLD) disabled children, exposing critical gaps in access, services and support. systemic inconsistencies in implementation, training, and funding, remain barriers limit opportunities for CLD students to benefit, despite the aims of the Individuals with Disabilities Improvement Act (IDEA). To address these inequities, this manuscript proposes an expanded and updated Culturally Responsive Equity-Based Bill of Rights for EI and ECSE. Building upon Ford and colleagues' (2018) work, this revised document extends protections to children aged zero to five, emphasizing …

Guest Editor's Introduction: Methodological Innovations For Advancing Early Childhood Educational And Psychological Research, Anthony Mangino Ph.D.

Perspectives on Early Childhood Psychology and Education

The goal of this special issue is to provide you, the inquisitive reader and developmental scientist, with some of the methodological tools to aid in augmenting your analytic capacity.

Bridging The Gap: Educating Students On The Neurodiverse Experience, Riley Axtell

Human Development and Family Sciences Undergraduate Honors Theses

Neurodivergent students face misunderstanding, stigma, and systemic barriers that impact academic and emotional well-being. The purpose of this study was to develop and implement a curriculum-based project designed to educate college students about neurodiverse experiences and improve knowledge, empathy, and understanding. The curriculum was administered in two formats: an in-person format with pre- and post-survey measurements and an online “choose your own adventure” implementation utilizing post-survey measurements. Participants engaged in simulated cognitive and sensory activities that represented experiences associated with dyslexia, ADHD, dysgraphia, and dyscalculia. Although limited by a small sample size, reliance on self-report measures, lack of a pre-survey …

Listening To Those Who Stay: Support Systems Influencing Special Education Teacher Retention, Carol Jean Dawson

Electronic Theses and Dissertations

Retention among special education teachers is a constant challenge across the country. Educators in these positions often have heavy workloads, emotionally demanding responsibilities, and complex caseloads leading to burnout and high turnover rates. Despite these challenges, most of them persevere in the field for extended periods, which indicate that robust and effective support systems are essential to aiding their commitment. In examining this phenomenon, this qualitative study focused on the lived experiences of six special education teachers who worked in the same school setting for a minimum of five years with the aim of identifying support structures that affect motivation, …

Understanding And Alleviating Teacher Burnout: A Focus On Supports For Teacher Candidates, Meghan Glahn

Honors Projects

This Honors Project begins by analyzing the overall patterns of burnout, and then narrowing to the experienced pressures by special educators. This research topic highlights how stress arrives early during teacher preparation and increases for individuals entering special education. Research from various sources emphasize the prevalence of burnout and the contributing factors that often lead to mental and physical consequences. This study also has results from a survey involving Intervention Specialist majors that captures their college experiences with academic demands, emotional labor, and field placement expectations. The outcomes supported by literature and the survey demonstrate that teacher burnout is severe, …

The Effects Of Visual Supports On The Acquisition Of Guitar Chords, Cole S. Jahna

Thesis Projects

There is a current literature gap in applied behavior analysis (ABA) and music-based leisure activities. This study utilized a multiple-probe design to evaluate the effects of visual supports on the guitar fretboard combined with behavioral skills training (BST) to teach correct strumming and finger placement of three guitar chords (i.e., E, C, and G) to a neurodivergent adult. By using a task analysis, the strum and each individual finger placement were scored as correct or incorrect during each chord trial. Three chords that were under 50% accuracy in baseline were selected for the intervention. The intervention was introduced sequentially to …

Early Childhood Echo (Ec Echo) Start-Up & Operations Manual, Lisa Long, I. Michelle Gaither, Ruby Brenner, Bradley Long, Emily Mcclelland, Malcolm Huell, Lauren Elliott, Katerina Sergi

Publications

The Early Childhood ECHO (EC ECHO) Start-up & Operations Manual is a practical guide to launching case-based telementoring and professional development using the Project ECHO® model. Prepared for early childhood programs and agencies. Adapted from Mississippi’s EC ECHO implementation (2023–2025) and aligned with Project ECHO® guidance.

Evaluating The Effects Of Abbreviated And Full-Length Training Formats On Implementation Of Embedded Instruction Practices, Hannah Elizabeth Keene

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

The purpose of this study was to evaluate the effects of an abbreviated training package and full-length behavioral skills training (BST) on staff implementation of embedded instruction (EI) procedures in a university-affiliated inclusive early childhood center. A nonconcurrent multiple baseline design across participants was used with four student workers in inclusive preschool classrooms. The initial intervention included a package of didactic instruction and in-vivo modeling. Full BST was planned for participants who did not reach mastery criteria following the brief training.

The primary dependent variable was participant fidelity of EI implementation, and the secondary dependent variable measured the rate of …

Examining The Effects Of Video Modeling To Enhance Culturally Specific Social Greeting Skills In Preschoolers With Asd In Saudi Arabia, Sarah Alzahrani

Electronic Theses and Dissertations

A lack of social communication skills, including initiation and responding, has been a prominent characteristic of children diagnosed with ASD (Kanner, 1943; Kroeger et al., 2007). Enhancing these skills in children with ASD during early childhood is crucial to their future relationships, friendships, participation in communal activities, and overall lowering the likelihood of adverse long-term effects, giving significance to this age as a pivotal period for enhancing various skills (Hart Barnett, 2018). Failure to provide interventions to address social communication in children with ASD, specifically in cultures that value this skill, can impede their integration into that society. Thus, this …

Framework-Based Mathematics Intervention: A Practice Guide For School Psychologists, Shaalein C. Lopez

Journal of Applied Disciplines

School psychologists are charged with providing guidance related to the implementation of evidence-based interventions across academic subjects including mathematics. Despite recent advances in the availability of empirically supported intervention and instructional strategies in math, finding appropriate math-related interventions that go beyond fluency building and metacognitive techniques into the realm of math understanding and concept building remains difficult for school psychologists. The adaptation of a framework-based approach to mathematics intervention, such as one developed by the National Center on Intensive Intervention, provides school psychologists with an evidence-based approach that overcomes numerous barriers to providing support for students struggling with mathematics learning.

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 Experiences Of School Psychologists Serving Students With Traumatic Brain Injuries: A Phenomenology, E. Grace Ritchie

Electronic Theses and Dissertations

Traumatic Brain Injury (TBI) is a complex experience associated with a diverse constellation of symptoms and challenges. TBI scholars have extensively explored the varying needs of youth in the aftermath of a head injury. Likewise, recent literature details recommendations for school psychological services in support of these students. Such recommendations largely reflect insights drawn from broader TBI and disability research, integrated with the established scope of school psychologists’ practice (e.g., the National Association of School Psychologists Practice Model). Nevertheless, school psychologists’ perceptions of these students’ challenges have been inadequately examined. Such perspectives are likely valuable, given school psychologists’ unique training …

A Guidance Practice Model: Reframing Prevention, Identification, And Treatment Of Trauma-Impacted Students With Intellectual Disabilities, Mark H. Thomas

Electronic Theses and Dissertations

The experience and exposure of trauma among youth, especially continuous traumatic experiences, poses considerable risks of long-term effects. Moreover, untreated trauma and subsequently negative mental health outcomes, like anxiety and depressive disorders, can negatively impact the psychosocial and academic functioning of students. One population that is generally overlooked regarding mental health in schools are students with intellectual disabilities (ID). This is problematic as this population is at an increased risk of traumatic experiences, such as maltreatment and social exclusion.

Moreover, the comorbidity of trauma and internalizing disorders among students with ID can exacerbate already existing challenges and deficits with social …

Increasing Implementation Of The Comfortable Cafeteria Program To Promote School-Age Children’S Mental Health And Well-Being, Reinecka Mondesir, Angela Labrie Blackwell Phd, Otr

Summer 2025 OTD Capstone Symposium

Every Moment Counts (EMC) is a positive mental health promotion initiative that offers several initiatives to create inclusive environments that support student participation and emotional well-being throughout the school day. Comfortable Cafeteria, part of EMC, fosters positive mealtime experiences supporting peer interaction, emotional regulation, and inclusion. Many SBOT practitioners lack the resources to implement Comfortable Cafeteria, despite its benefits. This capstone project addresses the need for practical tools to help school-based occupational therapy (SBOT) practitioners integrate the Comfortable Cafeteria program into daily practice. Using the Multi-Tiered System of Supports (MTSS) framework, the project developed and disseminated an interactive, evidence-based video …

Students' Social Attitudes Towards Students With Disabilities And Social Guidance In Inclusive Elementary Schools, Joko Yuwono, Ren Wenas, Nazmin Binti Abdullah, Mahardika Supratiwi, Fadjri Kirana Anggarani, Citra Tectona

Buletin Konseling Inovatif

Teachers in elementary schools have a strategic role in providing social guidance to students to accept the presence of Students with Disability (SwD). The aims of this study were to determine the social attitudes of students, how teachers provide social guidance for non-disability students regarding the presence of disabled students in class/school and describe the challenges faced by teachers. This study uses a mixed method approach (Quantitative and Qualitative). This research method uses a data collection technique, namely a questionnaire distributed via Google Form to teachers in Indonesia. Through the questionnaire, quantitative data (percentage) and qualitative data were obtained regarding …

The Relationship Between A School Psychologists Workplace Stressors To Their Home Life Functioning, Trevor Burns

Masters Theses & Specialist Projects

School psychologists face increasing professional demands due to rising caseloads, paperwork requirements, and staffing shortages, which contribute to elevated levels of occupational stress. Although prior research has examined job-related stress within the profession, little attention has been given to how these stressors may impact practitioners’ personal and home lives. The purpose of this study was to examine how occupational stress experienced by school psychologists relates to stress experienced in their home lives. A total of 176 practicing school psychologists from across the United States completed an anonymous online survey, which included the School Psychologist Distress Inventory (SPDI) and a newly …

An Examination Of Teacher Perceptions Of Middle School Behavior Management And Intervention, Raechel Brianne Roberts

All-Inclusive List of Electronic Theses and Dissertations

Research indicates that behavior management and intervention is a complex experience in school settings. Middle school students, in particular, must contend with physical, social, and educational changes and responsibilities, which may impact their behavioral responses and relationships with their teachers. The literature suggests that teachers often report that there are limitations to support for behavioral management in regards to pre-service training, access to research-based practices, and barriers to successful intervention implementation. The purpose of this qualitative study was to privilege the lived experiences of middle school teachers and their needs for working with students with challenging behaviors. The study included …

Collaboration Across The Silos: Consultation As A Means For Integrating Services For Twice-Exceptional Learners, Kimberly Bowers Yoshino

Electronic Theses and Dissertations

Twice-exceptional (2e) learners are underserved in American schools. As students who demonstrate both giftedness and disabilities, 2e learners maintain profiles that warrant tailored educational services across special and gifted education programs. Yet, these programs are considered institutionally mutually exclusive as legal mandates create de facto isolation — the antithesis of what is recommended for the students’ optimal development. School psychologists have been identified as professionals critically positioned to support 2e learners because of their specialized skill set, namely in consultation. However, little is known about their consultative practices with the educators who serve 2e learners or how they traverse school …

Embodying Altruistic Love: The Role Of Emotions In Teaching Black Students With Disabilities Within An Inclusive Elementary School, Joshua Armentrout

Graduate Doctoral Dissertations

Teacher emotions play a pivotal yet understudied role in shaping the educational experiences of Black students with disabilities (SWDs). This study examines how five special educators in a fully inclusive elementary school understand, experience, and navigate their emotions in relation to Black SWDs. Using a qualitative approach grounded in portraiture, this study explores the intersection of race, disability, and emotion, revealing how teachers internalize, resist, and negotiate dominant ideologies within the broader educational system.

Guided by a three-dimensional space framework from the field of narrative inquiry—temporality, sociality, and spatiality—this study traces how educators’ emotions are shaped by past experiences, social …

Enhancing Digital Accessibility For Deaf Or Hard Of Hearing Learners- Innovative Strategies For Inclusive Education, Felicia Rutledge Ph.D.

Developmental Disabilities Network Journal

This research-to-practice brief explores innovative strategies to enhance digital accessibility for Deaf or Hard of Hearing (D/HH) learners, focusing on practical applications for inclusive K-12 education. Despite advances in digital learning, D/HH learners face unique barriers due to auditory-centered designs. Accessibility legislation such as the ADA, Section 504, and IDEA mandate educational inclusion for these learners. Key strategies include the integration of assistive technologies (e.g., captioning, ASL video interpretation), the application of the Universal Design for Learning (UDL) 3.0 guidelines, and adherence to WCAG 2.1 principles for accessible content design. The research-to-practice brief provides actionable insights for educators, administrators, and …

Exploring Secondary Teachers’ Mental Health Self-Efficacy, Perceptions Of Supporting Student Mental Health And Well-Being, Sherilyn A. Kile

Education (PhD) Dissertations

Research has indicated that over half of all lifetime cases of mental health conditions begin before the age of 14 years (NAMI, 2024a), making the adolescent period a critical and formative time. The unprecedented effect of the COVID-19 pandemic has been linked to more mental health problems in children and adolescent youth (Sayed et al., 2024), particularly affecting southern California school districts that implemented distance or hybrid learning models (K. Brann et al., 2022). Secondary teachers are essential referral sources and gatekeepers for linking adolescent children to mental health support (Owens et al., 2014). Given the essential role teachers play …

Who Cares For The Caregivers? How Dance And Movement Can Benefit Caregiving Parents Of Children With Intellectual/Developmental Disabilities: A Literature Review, Haley E. Gilbert

Expressive Therapies Theses

Caregiver parents of people with intellectual/developmental disabilities (IDD) are not able to care for themselves as often as they should be able to for their own mental and physical wellness due to their caregiving responsibilities that often carry into adulthood. These can lead to anxiety, depression, grief, and dysregulation for the parent. Dance and movement practices have been found to relieve the symptoms of these experiences while helping the child with IDD and the parent connect more, building stronger relationships. This thesis will include a comprehensive literature review of body-based theories such as the Polyvagal Theory (Polyvagal Institute, 2025), Bowlby’s …

Breaking The Pipeline: Exploring Exclusionary Discipline, Restorative Justice, And The Attitudes And Beliefs Of Educators, Ericka J. Varnedoe

Honors College Theses

This study explores the connection between exclusionary disciplinary practices and the school-to-prison pipeline. It highlights how exclusionary discipline, including suspensions and expulsions, disproportionately affects marginalized groups such as students of color, students with disabilities, and LGBTQ youth, further contributing to the school-to-prison pipeline. In contrast, restorative justice, a non-punitive approach, offers a promising alternative. Initially adopted from the criminal justice system, restorative justice has been integrated into school environments to foster positive school climates, improve experiences, and mitigate challenging behaviors. This research examines educators' attitudes toward both exclusionary and restorative practices, as well as their awareness and implementation of restorative …

Investigating Child-Informed Considerations For Animated Picture Symbols Representing Emotion For Aac Use In Children With Asd, Hannah Kitsmiller

College of Education and Human Sciences: Dissertations, Theses, and Student Research

Development of emotional competence is an important area of consideration when supporting individuals who use augmentative and alternative communication (AAC). Emotional competence includes skills related to identifying and communicating about one’s emotions. Individuals who use AAC may struggle to develop strong skills in emotional competence. One potential barrier to developing emotional competence may be access to symbols that facilitate understanding of the represented emotion. Emotions are abstract and challenging to represent in visual symbols. Additionally, evidence suggests individuals with autism spectrum disorder (ASD) may have visual perceptual differences when viewing faces. Current emotion symbols are often depicted using isolated facial …