Special Education and Teaching Commons^™

Klondike Elementary School: Serving Purdue And The Local Community And Empowering Students From Around The Globe Through High-Quality Learning Experiences Accenting Diversity And Inclusion, Jingyuan Zhang, Yan Ping Xin

Purdue Journal of Service-Learning and International Engagement

Disabilities Awareness Program (DAP) aims to cultivate an understanding of disability and inclusion among young children through accessible instructions, age-appropriate activities, and engaging discussions. We want to take this opportunity to introduce one of our school partners - Klondike Elementary School (KES), to recognize its contributions to DAP in providing service-learning opportunities and showcase KES as one of the community partners.

Parent Perspectives Of Inclusion For Children With Autism Spectrum Disorders: A Phenomenological Study, Rebecca A. Mack

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to explore the experiences with inclusion for parents of students with autism spectrum disorder (ASD) and combined intellectual impairment in elementary schools in the United States. The theory guiding this study is Bandura’s theory on social cognitive learning as it applies to students with disabilities learning from observing their peers without disabilities. This study design was a transcendental phenomenological qualitative design to explore multiple parents’ unique experiences with the same phenomenon—inclusion for their child with ASD. Participants were chosen using criterion and snowball sampling from social media groups and live across the …

Impacts Of The Covid-19 Pandemic On Elementary School Teachers’ Practices And Perceptions Across The Spring And Fall 2020 Semesters, J. Marc Goodrich, Michael Hebert, Jessica M. Namkung

Department of Special Education and Communication Disorders: Faculty Publications

Following the closure of schools in the spring 2020 semester due to the COVID-19 pandemic, we developed two surveys to understand how the pandemic affected elementary education in the U.S. First, we distributed a survey at the end of the spring 2020 semester to understand how school closures impacted delivery of instruction. Second, we conducted a follow up survey in November 2020 to determine the nature of instruction provided to students when schools did or did not re-open in Fall 2020 and understand teachers’ perceptions of student learning and achievement during the pandemic. Each survey was sent to a sample …

The Effects Of Using Perseverative Interests Or Obsessions On Token Economies For Individuals With Autism Spectrum Disorder, Jennie N. Verive

Masters Theses, 2020-current

A single-subject, alternating treatments design with initial baseline testing was used to analyze the effectiveness of perseverative interests or obsessions as tokens within a token economy to change behavior. The literature examined in this paper presents several examples of how token economies are used to effect behavior change. Two research questions were addressed in this study; 1) What is the effect of incorporating perseverative interests or obsessions into a token economy designed to decrease problem behaviors? 2) What are the effects over time of incorporating perseverative interests or obsessions into a token economy compared to a traditional token (i.e., a …

The Effectiveness Of Function-Based Interventions In Inclusive Classrooms Of Elementary Schools, Eunkyoung Shin

Culminating Projects in Special Education

Both at-risk students and students with disabilities have been jeopardized with their continued placements in inclusive classrooms because of the ongoing challenging behaviors. The evidence-based practice to deal with challenging behaviors involves the implementation of functional behavior assessments (FBAs) and function-based interventions (FBIs) in school settings. The types of interventions in this starred paper are categorized as antecedent-based, consequence-based, and multi-component interventions. All twelve studies were conducted in elementary schools in the United States except for two studies (i.e., South Korea and Iceland). Participants ranged in the grade levels from kindergarten to sixth grade. The findings of these studies supported …

A Comparison Study Of Constant Time Delay And Progressive Time Delay In The Acquisition Of Academic Content For Students With Intellectual Disabilities, Melissa M. Zinck

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

Constant time delay (CTD) and progressive time delay (PTD) are both evidence-based practices used to teach students with intellectual disability (ID). The prompt delay strategies have been used for instruction with academics, social, vocational, and communication skills. There is limited research regarding the differential effectiveness of the time delay variations for teaching academic content to students with ID. The present study compares the effects of CTD and PTD in the acquisition of academic content with four students with ID. An adapted alternating treatments design was used to compare the effectiveness and efficiency of the two procedures. Generalization was assessed across …

Development Of The Classroom Sensory Environment Assessment (C-Sea), Heather Miller-Kuhaneck, Jacqueline P. Kelleher

Jacqueline Kelleher

The Classroom Sensory Environment Assessment (C-SEA) allows teachers to examine the sensory aspects of classroom tasks and environments. The purpose is to assist in determining ways to modify tasks and environments to improve engagement and reduce problem behaviors in elementary school students with Autism Spectrum Disorder.

Elementary School Teachers' Perceptions Of And Use Of Behavior-Specific Written Praise Notes For Children Identified With Office Discipline Referrals, Danielle C. Agle

Theses and Dissertations

Student behavior problems in school and classroom settings are of great concern to parents, teachers, and school administrators. These behaviors range from talking out and noncompliance to more serious behaviors such as violence and vandalism. Effectively managing student behavior problems lays the foundation for creating a safe school environment and is a critical concern for all teachers. A school wide positive behavior intervention and support system (PBIS) is an effective and proactive way to prevent misbehavior. All teachers and staff teach and reinforce a specified set of positive behaviors. These positive behaviors are expected of each student. This study analyzed …

Development Of The Classroom Sensory Environment Assessment (C-Sea), Heather Miller-Kuhaneck, Jacqueline P. Kelleher

Occupational Therapy Faculty Publications

The Classroom Sensory Environment Assessment (C-SEA) allows teachers to examine the sensory aspects of classroom tasks and environments. The purpose is to assist in determining ways to modify tasks and environments to improve engagement and reduce problem behaviors in elementary school students with Autism Spectrum Disorder.

The Development And Evaluation Of An In-Service Training For Informing Elementary School Personnel About Culturally Responsive Assessment And Instruction For English Language Learning Students, Mallory Whitney Poole

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

The purpose of this project is to develop and present a training session for elementary school teachers and other Personnel who teach and work with English Language Learners (ELL). The training provides information on evidence based instructional strategies to help teachers improve their teaching methods with students who speak languages other than English. The lack of teacher knowledge in utilizing culturally and linguistically responsive teaching methods may be contributing to the over identification of ELLs in special education. This situation reinforces the need for additional teacher training for those who teach students from diverse cultural and linguistic backgrounds. This creative …

The Effects Of Mnemonics To Increase Accuracy Of Multiplication Facts In Upper-Elementary School Students With Mild To Moderate Disabilities, Logan James Eubanks

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

The intent of this project is to replicate a specific instructional method used in Wood et al.’s study focusing on the use of the pegword mnemonic strategy paired with stories and illustrations for 15 targeted multiplication facts remaining after mastering math facts in the zeros, ones, twos, fives, or nines groups. Three questions will be asked during this project on the effects of mnemonic instruction using pegword strategies on the percentage of multiplication facts answered correctly by third, fourth, and fifth grade students with learning disabilities? 1) Does pegword instruction paired with stories and illustrations result in immediate improvement for …

The Effects Of Direct Instruction Flashcards And Rewards With Math Facts At School And In The Home: Acquisition And Maintenance, Zennetta Mann, T.F. Mclaughlin, Randy Lee Williams, K. Mark Derby, Mary Everson

The Journal of Special Education Apprenticeship

The purpose of the present study was to evaluate the effects of Direct Instruction (DI) flashcard procedure, combined with strategies and rewards on multiplication fact accuracy of two elementary school-age students. A single subject replication design across three and four sets of multiplication facts was used to evaluate outcomes. The results indicated improvement in math performance for each participant. Follow-up data indicated maintenance of treatment effects over time. Finally, pre and posttest outcomes found generalization to correct writing of math facts for each participant. The benefits of employing DI flashcards in a resource room or home were discussed.

Elementary School Teachers’ Attitudes Toward Classroom Accommodations: The Effects Of Disability And School Type, Sarah Holland

Psychology Honors Papers

The purpose of this study was to compare the attitudes of elementary school teachers toward the inclusion of a student with either a moderate intellectual, physical, or behavioral disability. Participants were from eight different elementary schools; two magnet schools, one charter school, and five public schools from one school district. Participants were provided with a vignette describing one of three disability types and then rated 25 accommodations made for that student. Teachers’ attitudes toward these accommodations were measured by the three adapted subscales of the Adaptation Evaluation Instrument (AEI; Schumm & Vaughn, 1991), which addressed how desirable teachers believe each …

Promoting Self-Advocacy Skills For Students With Mild Disabilities, Loretta Lynn Franz

All Graduate Projects

The purpose of this project was to develop a unit plan for teachers to help promote self-advocacy skills in the Individual Education Program (IEP) for students with mild disabilities. The results of this study indicate that students with mild disabilities are required to be invited to their IEP when consideration of services are to be discussed. Students are often not successful in the IEP process because they are dependent on others to make decisions for them. They are not given the opportunity to make their own choices and decisions. They have a poor self-concept, lack of understanding, self-acceptance and motivation. …

A Model Inclusion Program For Primary Level Students, Greg S. Brown

All Graduate Projects

The purpose of this study was to develop a model inclusion program for primary level students. To accomplish this purpose, a review of current literature and research related to integration of special education students into a "regular" classroom was conducted. Additionally, information from selected schools and districts related to primary inclusion programs was obtained and analyzed.

A Handbook Of Strategies For Serving Students With Special Needs In A General Classroom Setting, Susan E. Carthum

All Graduate Projects

The purpose of this project was to design and develop a handbook of strategies for serving students with special needs in a general classroom setting at Green Mountain Elementary School. To accomplish this purpose, a review of current literature and research related to special education and related instructional and behavioral strategies for elementary level students was conducted. Additionally, information and materials related to instructional and behavioral strategies used in the Central Kitsap School district was integrated into the project.

An Inservice Training Manual For Facilitating Effecting Teaching Strategies Of Behaviorally Challenged Middle Level Students In The Cashmere School District, Donald Dean Smith

All Graduate Projects

The purpose of this project was to design and develop an inservice training manual for facilitating effective teaching strategies of behaviorally challenged middle level students for Cashmere School District, Cashmere, Washington. To accomplish this purpose, current research and literature on behaviorally challenged students were reviewed. Strategies were developed by putting the research to practice with behaviorally challenged students and typical students in a fifth and sixth grade multi-age classroom.

The Utilization Of Music Therapy Strategies For Increasing Prosocial Skills In Students With Behavioral Disorders, Marlene Lennia Anunson

All Graduate Projects

A representative sample of music therapy strategies was developed for use by general music teachers in elementary schools. A literature search was conducted in effective social skills training methods and music therapy techniques. The strageties developed can be used by elementary general music teachers to help improve prosocial skills in students with behavioral disorders.

Inclusion: A Case Study At Coe Elementray School, Loretta L. Kimball

All Graduate Projects

The purpose of this project was to evaluate perceptions of the effectiveness or ineffectiveness of inclusion on the achievement of special needs students and to use this information to increase effectiveness in inclusion programs through the design and implementation of specific teaching strategies. To accomplish this purpose, current literature and research related to inclusion was reviewed. The writer examined how special needs and regular education students are affected and analyzed the variables, strategies and programs which increase effectiveness. The project that follows is a case study of what has been done in the past, what attitudes and perceptions exist and …

Teachers' Beliefs Regarding School-Wide Integration Of Mildly Handicapped Students In The Ephrata School District, Charlotte Throgmorton

All Graduate Projects

The purpose of this project was to determine the attitudes of teachers in the Ephrata. Washington. School District regarding the school-wide integration of mildly handicapped students in the classroom and the supports needed to insure its success. To accomplish this purpose, a survey instrument was designed and administered to elicit teacher responses. Survey responses were tabulated by frequency, rank order, percentage, and average, and provided a basis for descriptive analysis of data obtained.

A Survey Of The Integration Of Exceptional Children In Regular Classrooms, Catherine A. Greene

All Master's Theses

Educational practice in the past has been to segregate exceptional children by placing them in self-contained special education classrooms. Recently, however, this method has been questioned by leading special educators. Proponents of segregation of exceptional children admit to inadequacies in the present situation, but they argue that such inadequacies can be remedied and do not justify placing exceptional children in regular classrooms. Proponents of integration maintain that exceptional children live in a heterogeneous world and as adults will live and work in a heterogeneous world; therefore, these children should have a school setting that is like the world in which …

A Study Of Divergent Thinking And The Application Of The Principles Of Divergent Thinking To Fifth Grade Social Studies, Patricia L. Brown

Graduate Student Research Papers

The Purpose of this study was to incorporate the principles of divergent thinking into procedures structural fora fifth grade social studies class. In order to accomplish this purpose it was necessary:

1. To establish the relationship of divergent thinking to other intellectual factors.

2. To clarify the behavioral objectives relating to divergent thinking.

3. To design procedures that would meet these objectives at various task levels.

4. To establish criteria for the evaluation of the assignments.