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Articles 1 - 19 of 19
Full-Text Articles in Special Education and Teaching
Teachers’ Knowledge, Use, And Opinions Of Online Resource Centers For Evidence-Based Practices For Students With Learning Disabilities, Meredith Gapsis
Teachers’ Knowledge, Use, And Opinions Of Online Resource Centers For Evidence-Based Practices For Students With Learning Disabilities, Meredith Gapsis
Graduate Theses & Dissertations
Students with learning disabilities represent a group of students who are frequently most in need of high-quality instruction in order to meet the academic goals consistent with their non-disabled peers (Kretlow & Blatz, 2011). Despite the existence of several easily accessible, free online resources and federal mandates in laws such as those in the Every Student Succeeds Act (ESSA, 2015) and the Individuals with Disabilities Education Improvement Act (IDEIA, 2004), research has found that teachers still fail to implement evidence-based practices in their instruction (Cook, Smith & Tankersley, 2012). The purpose of this study was to measure the level of …
Inclusion Of Students With Learning And Behavior Problems: Knowledge, Attitudes, And Inclusive Practices In Turkey, Hanife Ece Ugurlu
Inclusion Of Students With Learning And Behavior Problems: Knowledge, Attitudes, And Inclusive Practices In Turkey, Hanife Ece Ugurlu
Doctoral Dissertations
Inclusive education has become one of the primary goals of education policy across the world in order to achieve education for all. However, there have been various interpretations with respect to what constitutes inclusive education. In addition, limited research exists on teachers’ perceptions, knowledge, and competencies related to inclusive education and students with special needs. The purpose of preliminary research in this study was to validate the Turkish version of the International Survey of Inclusion. The purpose of the second study was to examine Turkish teachers’ beliefs, knowledge, and skills about inclusion of students with diverse learning and behavioral needs. …
Special Education And Massachusetts Charter Schools: Examining Issues And Practices Associated With Enrollment, Placement And Compliance, Jennifer C. Baribeau
Special Education And Massachusetts Charter Schools: Examining Issues And Practices Associated With Enrollment, Placement And Compliance, Jennifer C. Baribeau
Doctoral Dissertations
Over the last ten years, charter schools have become a viable choice for parent’s seeking an alternative to traditional public schools. However, research shows this is not the case for students with disabilities. The purpose of this dissertation was to examine special education in charter schools and traditional public schools located in Massachusetts. I examined three key areas specific to special education; enrollment, placement and compliance, to determine if differences exist between charter schools and traditional public schools located in the state. Logistic regression analyses were conducted to examine differences between Massachusetts charter schools and public schools with respect to …
Saudi Special Education Teachers’ Knowledge, Skills, And Professional Development Needs Of Assistive Technology In The Classroom, Mazen Abdurhman Almethen
Saudi Special Education Teachers’ Knowledge, Skills, And Professional Development Needs Of Assistive Technology In The Classroom, Mazen Abdurhman Almethen
Electronic Theses, Projects, and Dissertations
This project assesses Saudi Arabian special education teachers’ perceptions about their competencies and professional development needs on assistive technology (AT). The researcher developed an online self-administrated 27 question survey in order to evaluate special education teachers’ perceived knowledge regarding AT, as well as to investigate their needs for professional development. The survey webpage link was sent via email to 110 special education teachers at General Directorate of Education in Unaizah, Saudi Arabia. A total of 37 teachers participate in this study for a 33.6% response rate. The findings indicate that special education teachers are not confident in their ability to …
Effectiveness Of Gluten-Free And Casein-Free Diets For Individuals With Autism Spectrum Disorders: An Evidence-Based Research Synthesis, Jie Zhang, Michael R. Mayton, John J. Wheeler
Effectiveness Of Gluten-Free And Casein-Free Diets For Individuals With Autism Spectrum Disorders: An Evidence-Based Research Synthesis, Jie Zhang, Michael R. Mayton, John J. Wheeler
John J. Wheeler
In order to better assist practitioners and better serve persons with autism spectrum disorders (ASD) and their families, it is vital for professionals to systematically evaluate the existing body of literature and synthesize its scientific evidence, so that the efficacy of research can be translated to evidence-based practices (EBPs) (Wheeler, 2007; Zhang & Wheeler, 2011). This research synthesis evaluated adherence to EBP standards and analyzed the effectiveness of gluten-free and casein-free (GFCF) diets for individuals with ASD. Four hundred and seventy articles were screened among peer-reviewed journals in English language published through 2010 using the Academic Search Complete search database. …
How To Implement Visual Activity Schedules For Students With Disabilities, Amy D. Spriggs, Wilhelmina Van Dijk, Pamela J. Mims
How To Implement Visual Activity Schedules For Students With Disabilities, Amy D. Spriggs, Wilhelmina Van Dijk, Pamela J. Mims
Pamela J. Mims
Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included.
Opinion Paragraph Writing Intervention For Students With Significant Disability, Pamela J. Mims, Carol Stranger, R. Pennington, W. White, J. Sears, N. Strickler
Opinion Paragraph Writing Intervention For Students With Significant Disability, Pamela J. Mims, Carol Stranger, R. Pennington, W. White, J. Sears, N. Strickler
Pamela J. Mims
Increasingly, technology has been used to provide access to academic curricula for students with moderate to severe intellectual disability. In the current pilot study, we used a multiple probe across participants design to evaluate the effectiveness of a technology-based instructional package on the opinion writing skills of three middle school students with moderate and severe intellectual disability. Findings suggest that the intervention resulted in improved performance across all three participants and that all participants maintained performance at levels greater than baseline. Limitations and implications for practice and future research are discussed.
Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder
Data-Based Decisions Guidelines For Teachers Of Students With Severe Intellectual And Developmental Disabilities, Bree A. Jimenez, Pamela J. Mims, Diane M. Browder
Pamela J. Mims
Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.
A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade
A Culturally And Linguistically Responsive Framework For Improving Academic And Postsecondary Outcomes Of Students With Moderate Or Severe Intellectual Disability, Christopher J. Rivera, Bree A. Jimenez, Joshua N. Baker, Tracy Spies, Pamela J. Mims, Ginevra Courtade
Pamela J. Mims
The needs of culturally and linguistically diverse (CLD) students with moderate or severe intellectual disability (ID) are quite unique and complex. CLD students with moderate or severe ID face many of the same issues as their non-disabled CLD peers; however, due to the nature of their disability this may lead to even less access to the general curriculum, appropriate services, materials, and meaningful collaboration between families and educators. The purpose of this article is to provide a culturally responsive framework for facilitating academic instruction for CLD students with moderate or severe ID that also includes appropriate supports in an effort …
Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn
Effects Of A Treatment Package To Facilitate English/Language Arts Learning For Middle School Students With Moderate To Severe Disabilities, Pamela J. Mims, Angel Lee, Diane M. Browder, Tracie-Lynn Zakas, Susan Flynn
Pamela J. Mims
This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and …
A Philosophical And Evidence-Based Basis For Including Students With Disabilities In The General Education Curriculum, Pamela J. Mims
A Philosophical And Evidence-Based Basis For Including Students With Disabilities In The General Education Curriculum, Pamela J. Mims
Pamela J. Mims
Those of us involved in education – administrators, teachers, parents, students, specialists, policy makers and researchers – must decide on the level of rigour that will take place in our classrooms. Decisions based on the least dangerous assumption (LDA) are providing outstanding results. Donnellan (1984) famously wrote that “we should assume that poor performance is due to instructional inadequacy rather than to student deficits” (p 142). This philosophy has been the foundation of recent research into the access available to the general curriculum and practice in the classroom by individuals who have a wide range of ability levels. As a …
Inclusion In The Early Childhood Classroom: What Should This Look Like?, Naomi Sharp
Inclusion In The Early Childhood Classroom: What Should This Look Like?, Naomi Sharp
Master's Theses & Capstone Projects
Inclusion is a topic that affects both general education and special education teachers, all students, all schools and all districts. Inclusive education has been done many ways. This history of inclusion has been a long and ever changing. This article will look at what has studied thus far about inclusion along with research done surrounding inclusion in the early childhood setting. After looking at many options, this article will pinpoint what ways inclusion can be used to support students with disabilities.
An Analysis Of Inclusion In The Field Of Special Education, Sarah K. Jerome
An Analysis Of Inclusion In The Field Of Special Education, Sarah K. Jerome
Selected Honors Theses
This review of literature explores the many different aspects of including a student with disabilities into the general education classroom 100% of the school day. The topics explored include; the history of inclusion, the social and emotional effects of inclusion, the active engagement of included students, the importance of social acceptance from peers, the teachers’ attitudes and opinions of inclusion, the students’ opinions of inclusion, and the parents’ opinions of inclusion. The goal is to expose some of the negative outcomes of inclusion because of recent emphasis on inclusion in the last decade. The researcher found that inclusion should be …
Special Education Was Called That For A Reason: Is Special Education Special Yet?, Virginia J. Dickens Ph.D., Cynthia T. Shamberger Ph.D.
Special Education Was Called That For A Reason: Is Special Education Special Yet?, Virginia J. Dickens Ph.D., Cynthia T. Shamberger Ph.D.
Journal of Research Initiatives
The authors of this essay revisit what Special Education for students with disabilities in schools was intended to be in the post-Individuals with Disabilities Education Act (IDEA) era. They highlight the similarities in pressures and concerns which have plagued, and still plague, the field of Special Education across the last two decades, including issues related to funding and teacher preparation. The authors challenge readers with the statement that, “Now is the time to ask hard questions about the efficacy of special education efforts.” To respond to the title question of the essay, they pose a set of questions based upon …
Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson
Lunch Detention: Learning From Students In Our Little Barred Room, Lisa A. Johnson
Occasional Paper Series
Pulls back the “facades of inclusion” to reveal emotional violence and deep-seated discriminatory practices against special education students. Lisa, herself blind, describes how she was approached by an administrator to take over the role of lunch detention supervisor for the “little barred room.” In a short time, the “little barred room” becomes a place of refuge for Lisa and the other students, who share stories of friendship and create an inclusive space that empowers them to challenge a culture of oppression.
Using Video In A Collaborative Teacher Team Within A Special Education School: A Case Study, Belinda Akua-Kisiwaa Amoako
Using Video In A Collaborative Teacher Team Within A Special Education School: A Case Study, Belinda Akua-Kisiwaa Amoako
Dissertations, Theses, and Capstone Projects
This dissertation focused on studying ways in which a mandated professional development policy influenced teachers’ professional learning within a special education school and within a single collaborative teacher team. The study explored Advance, the teacher evaluation system introduced by the NYCDOE to support teaching and learning. An emphasis of the research was utilizing video as a professional learning tool to gather specific evidence in conjunction with the Danielson Framework for Teaching to support teachers of students with disabilities. The primary methodology driving the study was case study; however, ethnography and action research were used for data collection analysis. Video …
Opinion Paragraph Writing Intervention For Students With Significant Disability, Pamela J. Mims, Carol Stranger, R. Pennington, W. White, J. Sears, N. Strickler
Opinion Paragraph Writing Intervention For Students With Significant Disability, Pamela J. Mims, Carol Stranger, R. Pennington, W. White, J. Sears, N. Strickler
ETSU Faculty Works
Increasingly, technology has been used to provide access to academic curricula for students with moderate to severe intellectual disability. In the current pilot study, we used a multiple probe across participants design to evaluate the effectiveness of a technology-based instructional package on the opinion writing skills of three middle school students with moderate and severe intellectual disability. Findings suggest that the intervention resulted in improved performance across all three participants and that all participants maintained performance at levels greater than baseline. Limitations and implications for practice and future research are discussed.
Understanding The Perceptual Divide Between Students With Disabilities, Faculty And Administration In An Open Enrollment Environment, Jennifer Robin Wrage
Understanding The Perceptual Divide Between Students With Disabilities, Faculty And Administration In An Open Enrollment Environment, Jennifer Robin Wrage
Legacy Theses & Dissertations (2009 - 2024)
Due to civil rights legislation, advances in technology, disability support services on college campuses, medication therapy and increased public acceptance of disabilities, students with disabilities are one of the largest minority group on college campuses (Pryor, Hurtado, DeAngelo, Palucki, Blake, & Tran 2010). According to the 2016 U.S. National Center for Education Statistics Fact Sheet, “11.1% of the college students attending college in the 2011-2012 academic year reported a documented disability.” The U.S. Department of Education also indicates that nearly “60% of students with disabilities attend two-year schools due to their open enrollment policies” (U.S. Department of Education 2002).
Reducing Off-Task Behaviors In First Graders With Disabilities Through An Adaptation Of The Good Behavior Game, Chelsey Martin
Reducing Off-Task Behaviors In First Graders With Disabilities Through An Adaptation Of The Good Behavior Game, Chelsey Martin
All Master's Theses
The purpose of this mixed methods, single subject quasi-experimental study was to measure if an adaptation to a group-based contingency intervention, known as the Good Behavior Game, lead to decreases in off-task behaviors for first-grade students with disabilities during whole group instruction, and if the classroom teacher viewed the intervention positively. Three first grade, male students with disabilities, their first-grade teacher, and the first-grade class were participants in the study. The class was split into two teams and reminded of the expectations for on-task behavior. Positive reinforcement in the form of verbal praise and a team point were rewarded at …