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Special Education and Teaching Commons™
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- Special education (21)
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- Differentiation (2)
- Equity (2)
- Evidence-based practices (2)
Articles 1 - 30 of 88
Full-Text Articles in Special Education and Teaching
The Determination And Impact Of Placement For Students With Developmental Delays, Christine E. Rogers
The Determination And Impact Of Placement For Students With Developmental Delays, Christine E. Rogers
Master's Theses & Capstone Projects
Prior studies have demonstrated the benefits of increased time spent in the general education environments for students with disabilities. However, the literature lacks information specific to students who qualify under the Developmental Delay (DD) category. Therefore, this study examined the processes for how student placements are determined and implemented, as well as the impacts that various placements have on students with DD. This study utilized quantitative data from eight students’ Individualized Education Programs (IEPs) and Measures of Academic Progress (MAP) assessment scores. Qualitative data were collected from school personnel focus groups and school social worker and case manager questionnaires. The …
Improving Reading Comprehension In Secondary Students, Christina Baggett
Improving Reading Comprehension In Secondary Students, Christina Baggett
Master's Theses & Capstone Projects
Secondary students who persistently read below grade level present a significant challenge for educators, with 69% of eighth-grade students unable to derive meaning from grade-level text according to the National Assessment of Educational Progress. Despite implementing tier 1, 2, and 3 reading interventions, many students continue to struggle with reading comprehension. This study aimed to identify the effectiveness of implementing reciprocal teaching to improve reading comprehension among secondary students reading below grade level. Based on a literature review examining reciprocal teaching efficacy, reading intervention strategies, and factors affecting comprehension, a quasi-experimental intervention was conducted with seven high school students in …
Collaboration And Inclusive Practices Between General And Special Education Teachers, Paige Crooks
Collaboration And Inclusive Practices Between General And Special Education Teachers, Paige Crooks
Master's Theses & Capstone Projects
This practitioner inquiry examined how meaningful collaboration between general and special education teachers influences instructional practices and student outcomes in inclusive classrooms. The study was conducted in a fifth–sixth grade intermediate school and utilized surveys, observations, interviews, reflection journals, and descriptive student assessment snapshots to explore teacher experiences and instructional patterns. Findings revealed that teachers highly valued collaboration but lacked consistent structures, such as protected planning time, clear expectations, and defined co-teaching roles, to support sustained collaborative practice. When collaborative routines were present, instructional delivery was more coherent, student engagement increased, and teachers reported greater clarity in role-sharing and shared …
Determining If Trauma-Informed Practices Improve Behavioral, Academic, And Social-Emotional Outcomes For Students, Paige M.K. Newman
Determining If Trauma-Informed Practices Improve Behavioral, Academic, And Social-Emotional Outcomes For Students, Paige M.K. Newman
Master's Theses & Capstone Projects
This capstone project explores the impact of trauma-informed practices (TIP) on middle school students’ academic achievement, social-emotional development, and behavioral growth. Grounded in the understanding that adverse childhood experiences can significantly shape learning and behavior, the study investigates how intentional, school-wide trauma-responsive strategies support student success. Using a mixed-methods design, data were collected through classroom observations, academic performance measures, and social-emotional/behavioral screening tools, complemented by teacher and student surveys. Findings highlight positive correlations between consistent implementation of TIP and improvements in student engagement, emotional regulation, and on-task behavior, as well as modest but meaningful gains in academic outcomes. The project …
Improving Teacher Expectations For Students With Disabilities, Noah Kullmann
Improving Teacher Expectations For Students With Disabilities, Noah Kullmann
Master's Theses & Capstone Projects
Disability labels for students are indicators that are made known to classroom teachers before the beginning of the year and have the possibility to impact what a teacher might expect from a specific student. The purpose of this study was to better understand how disability labels impact the expectations that teachers have for students, and how providing training to teachers by informing them about the characteristics of a disability or research-based practices to use when teaching students with a specific disability impacts their initial expectations. The researcher administered five different surveys to a group of 31 high school and middle …
Trauma-Informed Practices At Lake Mills Community School, Rebecca R. May
Trauma-Informed Practices At Lake Mills Community School, Rebecca R. May
Master's Theses & Capstone Projects
t is important to know what the staff at Lake Mills Community School (LMCS) understands about childhood trauma, how it affects student success, how to best meet the needs of students who have trauma history, and how willing staff are to participate in trauma-informed professional development. To gain more insight on the matter, a survey was conducted among the entire LMCS staff including certified teachers, paraprofessionals, administration, and auxiliary staff. The entire staff was selected because the small size of the district allows interaction between all staff and students. Of the 105 staff members, 45 members (43%) completed the first …
The Effectiveness Of Visual Schedules In Fostering Self-Regulation Among Middle Schoolers With Adhd, Autism, And Other Learning Disabilities, Triston Rew
Master's Theses & Capstone Projects
This paper explores the effectiveness of visual schedules in supporting self-regulation and on-task behavior among middle and high school students with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). Visual schedules are evidence-based tools that provide structured, predictable routines and help students transition between activities with reduced anxiety. A review of current research highlights their impact on increasing independence, reducing problem behaviors, and fostering engagement in both general and special education settings. The paper discusses studies that demonstrate measurable improvements in student outcomes, including reduced transition time and increased task completion. Additionally, teacher perceptions of visual schedules are examined, with …
Closing The Gap Between Students With And Without Individualized Education Plans, Mikayla Herron
Closing The Gap Between Students With And Without Individualized Education Plans, Mikayla Herron
Master's Theses & Capstone Projects
The achievement gap between students with and without individualized education programs continues to be a concern in early childhood education. Finding strategies and interventions that help narrow this gap is important, especially when children are young and the gap is still relatively small. This inquiry-based research study explored the use of the AI tool Buddy.ai to determine whether it could support preschool-aged students with IEPs in improving early learning skills. The study also considered general education teachers’ experiences working to close the achievement gap in inclusive classrooms. A mixed-methods approach was used. Quantitative data were collected through pre- and post-assessments, …
Teacher Identification Of Learned Helplessness And Supportive Strategies, Kathleen A. De Jong
Teacher Identification Of Learned Helplessness And Supportive Strategies, Kathleen A. De Jong
Master's Theses & Capstone Projects
Learned helplessness is a common problem in the upper grades of compulsory education. It creates frustration and has a significant negative impact on academic achievement. Teachers need to accurately identify learned helplessness behaviors before they can promote effective strategies for student autonomy, resilience, and academic success. Research has shown that appropriate strategies successfully mitigate or prevent learned helplessness, but misguided strategies will exacerbate the problem. This study aims to examine the behaviors that teachers currently associate with learned helplessness and the strategies they have found to be successful in mitigating its effects in their classrooms. After reviewing literature on learned …
Personalized Learning Strategies In The Classroom, Kendra Carlson
Personalized Learning Strategies In The Classroom, Kendra Carlson
Master's Theses & Capstone Projects
Personalized learning is essential for students to be more engaged and have higher achievement in the classroom. There are too many students who are struggling in the classroom with staying engaged and this is then leading to students struggling with their learning. Research has shown that personalized learning strategies can provide promising outcomes for students who are struggling in the classroom. This inquiry-based research study aims to determine if personalized learning strategies can help struggling learners to be engaged and learn in the classroom. The study utilized a qualitative approach, using both teacher surveys and observations of a summer school …
Supporting Productive Struggle Within The Special Education Classroom, Nicole Snitkey
Supporting Productive Struggle Within The Special Education Classroom, Nicole Snitkey
Master's Theses & Capstone Projects
Students with significant disabilities are frequently taught using highly structured, direct instruction, often with an errorless component. While this approach can build confidence in specific tasks, it may limit opportunities for developing independent problem-solving skills. When these students are presented with unfamiliar challenges, they may experience frustration and dysregulation. This study aims to investigate what productive struggle strategies are effective in supporting students when engaging in challenging tasks while also maintaining regulation. Qualitative data was gathered utilizing field notes to determine what, if any, productive struggle strategies support students in special education through a challenging task. The results of this …
It's Not Enough For Us Or Our Students, Amanda Smith
It's Not Enough For Us Or Our Students, Amanda Smith
Master's Theses & Capstone Projects
setting. When the Individuals with Disabilities Education Act (IDEA) was reauthorized in 2004 along with the mandates set in the Every Student Succeeds Act (ESSA), students with disabilities were required to be taught in the general education setting with the necessary accommodations, modifications and support services to make learning approachable for them. While these federal laws move education forward for students, teacher pre-service training and professional development has not moved forward to adequately prepare general education teachers for an inclusive setting. General education teachers need to understand accommodations, modifications, differentiation strategies, and support services. The first part of this study …
Student Inclusion In Least Restrictive Environment, Kelley Colling
Student Inclusion In Least Restrictive Environment, Kelley Colling
Master's Theses & Capstone Projects
When writing Individualized Education Plans (IEPs), the least restrictive environment (LRE) is typically defined as the general education classroom. However, this may not be held for all students. This research explores how LRE placement impacts academic performance and social engagement among students with disabilities. Through quantitative data collection and a descriptive research design, the study questions the assumption that inclusive practices are always the best approach. The findings indicate a statistical correlation between the amount of time spent in general education and the frequency of behavioral issues among students with disabilities. Specifically, data show that students exhibited more behavioral problems …
Promoting Positive Peer Relationships For Students With Disabilities, Anna Cramm
Promoting Positive Peer Relationships For Students With Disabilities, Anna Cramm
Master's Theses & Capstone Projects
Students with disabilities often encounter significant barriers when it comes to building positive peer relationships in inclusive classrooms, leading to feelings of isolation and negatively impacting their academic performance and social well-being. This paper seeks to address these challenges by exploring effective teaching strategies aimed at fostering positive interactions among students with disabilities and their peers. Through a comprehensive literature review and classroom observations, the research focuses on identifying practical, readily implementable methods that educators can use in their everyday teaching practices without the need for extensive resources or specialized training. Key strategies such as cooperative learning, social skills training, …
Peer To Peer Inclusion School Improvement Plan, Michelle Davidson
Peer To Peer Inclusion School Improvement Plan, Michelle Davidson
Master's Theses & Capstone Projects
As an educator with both classroom and special education experience, the impact that true inclusion can have on a child’s life. While inclusive education has long been recognized as a key to equity in our schools, many students with disabilities still face social isolation and limited participation in general education settings. This school improvement plan introduces a practical, research-supported peer-to-peer inclusion model aimed at increasing academic engagement, supporting social-emotional development, and creating a stronger sense of belonging for every student. With peer-reviewed studies and supported by proven best practices, the plan lays out a structured approach with clearly defined peer …
The Effects Of The Preschool Sdi Program On Students With Disabilities In The Inclusive Setting, Sarah Westhoff
The Effects Of The Preschool Sdi Program On Students With Disabilities In The Inclusive Setting, Sarah Westhoff
Master's Theses & Capstone Projects
This study's purpose was to determine if the Preschool SDI program, created by Iowa, was an effective program for creating a successful inclusive environment for all students. To determine the effectiveness, the following guiding questions were asked: 1) What is the rate of growth between the amount of time spent in an inclusive setting and academic success and 2) What inclusive models are successful in creating inclusive settings for teachers and students? To answer these questions this study focused on a north central Iowa school district. Participants included a total of 67 three- to five-year-old children enrolled in the district’s …
The Impact Of Workload On Special Education Teachers' Effectiveness, Haley Jacobsen
The Impact Of Workload On Special Education Teachers' Effectiveness, Haley Jacobsen
Master's Theses & Capstone Projects
This inquiry-based research study explores the impact of workload, specifically, special education caseload size, on teacher effectiveness and student outcomes. Utilizing survey data from approximately 190 special education teachers across Iowa, the study investigates how the number of IEP goals, hours worked outside of contract time, and emotional stress levels affect goal attainment, job satisfaction, and instructional quality. Results revealed that most teachers monitor over 20 IEP goals at a time, yet more than two-thirds reported meeting less than 25% of those goals. Despite high levels of self-reported confidence, over 60% of respondents indicated feeling overwhelmed "often" or "always." Notably, …
Reverse Inclusion At The Intermediate Level, Mallory Bebout
Reverse Inclusion At The Intermediate Level, Mallory Bebout
Master's Theses & Capstone Projects
Special education is an area where students have many different needs. Reverse inclusion is one practice where students with significant special education needs (SEN) work with general education peers to build skills, generalize concepts learned, and build meaningful relationships with peers. Students with significant SEN have limited educational opportunities to work with students without SEN. In this inquiry-based research study, general education peers were partnered 1:1 with students who had SEN in the areas of literacy, adaptive art, and adaptive physical education classes. The research examined the frequency of Self-Injurious Behaviors (SIBs), Instructional Elopement (IE), and the number of times …
Effectively Teaching Non-Verbal Students, Lisa Vincent
Effectively Teaching Non-Verbal Students, Lisa Vincent
Master's Theses & Capstone Projects
This inquiry-based research explores teaching strategies and assessments that minimize frustration in nonverbal students, thus preventing behaviors that hinder learning. Conducted through a literature review and Google questionnaires, the study also involves distributing questionnaires to special education teachers during professional development workshops. Findings indicate that student-centered approaches and preferred teaching strategies effectively engage students and reduce frustration, regardless of whether teachers are in general or special education. Positive teacher-student relationships were also found to impact student frustration levels significantly. These results highlight the importance of implementing student-centered approaches and fostering positive teacher-student relationships to enhance student learning experiences.
Individualized Instruction In The Special Education Classroom, Elizabeth Arnold
Individualized Instruction In The Special Education Classroom, Elizabeth Arnold
Master's Theses & Capstone Projects
The purpose of this action research study was to determine if individualized instruction in the special education classroom positively correlates with vocabulary acquisition. This study focused exclusively on a middle school special education student diagnosed with autism and ADHD. The researcher utilized a pre-test to begin data collection prior to starting the unit. A post-test was given at the end of the unit to determine vocabulary acquisition. Data analysis revealed the student increased vocabulary over the course of the unit. The research findings suggest individualized education teams should consider the special education classroom when determining the least restrictive environment. The …
The Numeracy Intervention Project, Paige Smith
The Numeracy Intervention Project, Paige Smith
Master's Theses & Capstone Projects
This study focused on the Numeracy Intervention Project designed to detect gaps in student's mathematical learning. Research took place in the special education setting with one participant. Participants qualified by having an Individualized Education Plan with a goal specific to math instruction. The intervention took place over a two-week time period where the researcher and student met each day for thirty minutes. The Numeracy Intervention provided a scripted baseline assessment, hands on manipulatives, and several specific skill activities. Results from the baseline to post assessment showed no significant results. Study limitations and future research are included.
Developing Resiliency Skills Of Preschoolers Through Social-Emotional Behavioral Teaching Practices To Buffer Against Trauma And Increase Child Outcomes, Jill Mastin
Master's Theses & Capstone Projects
This school improvement plan responds to challenges that preschool teachers face with the growing number of young children in their classrooms who have experienced trauma and exhibit serious, highly disruptive, and dangerous behaviors. All children benefit from early learning experiences that are rich in social-emotional learning. Research has shown that students with well developed emotional literacy, problem solving skills, and self-regulation skills have better outcomes into adulthood compared to peers who struggle with these skills. This school improvement plan aims to provide insight and guidance for Early Childhood Educational Programs by providing intentional professional development to build staff capacity for …
The Effects Of Repeated Reading Strategies On 9th And 10th Grade Iep Students' Fluency Rate, Kylee F. Cooper
The Effects Of Repeated Reading Strategies On 9th And 10th Grade Iep Students' Fluency Rate, Kylee F. Cooper
Master's Theses & Capstone Projects
The purpose of this action research project was to study the effects of repeated reading on improving oral reading fluency of 9th and 10th grade students on an IEP. The researcher specifically examined the use of 6 Minute Solutions curriculum. The researcher is a high school special education teacher in her 7th year of teaching, where her own students were the participants in the repeated reading intervention. The six-week intervention was performed in their Learning Strategies or Reading Strategies class where the researcher collected their fluency data daily using the 6 Minute Solutions passages and materials. The findings revealed the …
Character Education And Its Effects On Athletic Performance, Melissa Brandenburg
Character Education And Its Effects On Athletic Performance, Melissa Brandenburg
Master's Theses & Capstone Projects
This action research was driven by the researcher's current interest in character education for female student-athletes and if the presentation of character education lessons plays a role in player performance. Along with the effects of character education and performance, the researcher also tried to decipher if timing of lesson delivery had an overall impact on the performance of the student-athlete. This quantitative action research took four weeks to complete with presentation of weekly lessons and student-athlete feedback in the form of a Google Form questionnaire. The researcher, a varsity head softball coach, enlisted in the voluntary help of her current …
Improving Literacy Skills For Els Through Targeted Pd, Kayla R. De Vos
Improving Literacy Skills For Els Through Targeted Pd, Kayla R. De Vos
Master's Theses & Capstone Projects
Over the last few decades, schools have seen an increase in the number of English learners entering their classrooms. Meeting the needs of English learners continues to be a topic for discussion. Schools and teachers across the United States are struggling to appropriately meet the unique learning needs of this demographic of students. English learners continue to be pushed through the educational system while the gap between them and their non-EL peers continues to widen. This school improvement plan was created with the intention of providing a professional development plan that focuses on improving teacher knowledge and providing teachers with …
Improving Social And Emotional Learning In Middle School, Casey Canaday
Improving Social And Emotional Learning In Middle School, Casey Canaday
Master's Theses & Capstone Projects
Research shows that social-emotional learning has a direct impact on the academic and overall success of students in educational environments and beyond. Effective social-emotional programs and strategies implemented with fidelity can improve school climate and culture, positively impacting students, teachers, staff, and families. Without explicit teaching of social-emotional concepts, students are not given the opportunities to reach their full potential to be well-rounded individuals with developed social-emotional skills that support their overall wellness. The findings of a variety of research related to social-emotional learning guided the school improvement plan that was created to successfully implement social-emotional learning practices into schools. …
Action Research In The Teacher Candidate Clinical Experience, Krystal Kooiker
Action Research In The Teacher Candidate Clinical Experience, Krystal Kooiker
Master's Theses & Capstone Projects
The purpose of this action research project was to determine the impact of explicit action research training during teacher candidates’ clinical experience with the hope of increasing their self-efficacy as reflective practitioners. The researcher utilized a qualitative action research methodology with a phenomenological design during the student teaching seminar capstone course. Participants were taken step-by-step through the action research process while they applied their personally designed project in their clinical experience setting over the course of a semester. The research was conducted to analyze teacher candidates’ perceived self-efficacy as action researchers, their use of collaboration with supervisors and peers, and …
Improving Fact Fluency For Students With Learning Disabilities, Carrie Wall
Improving Fact Fluency For Students With Learning Disabilities, Carrie Wall
Master's Theses & Capstone Projects
The intent of this action research project was to assess the impact of fact fluency when implementing the Direct Instruction (DI) Flashcard intervention for students in special education using curriculum-based measurements. The participants were elementary students who all received specially designed instruction in the area of math due to their Individualized Education Programs (IEPs) in that area. In addition to the body of research in place regarding fact fluency and the DI Flashcard intervention, this study also took into account the students’ initial skill levels as outlined in their IEPs. The intervention occurred over three weeks in a special education …
Professional Learning For Paraprofessionals: A School Improvement Plan, Brooke Pfaltzgraff
Professional Learning For Paraprofessionals: A School Improvement Plan, Brooke Pfaltzgraff
Master's Theses & Capstone Projects
Dallas Center Elementary is a small kindergarten through fourth grade elementary school in the rural town of Dallas Center, Iowa, just outside of Des Moines. In the past, the school has had difficulty training and retaining paraprofessionals to ensure quality support for their special education students. A review of literature was conducted to determine implications for limited training, best practices, and benefits to training paraprofessionals. Feedback from current employees was also considered in designing this school improvement plan and professional learning calendar for the 2023-2024 school year. The professional learning for paraprofessionals will also support the building wide social emotional …
The Effectiveness Of Individual, Small-Group, And Whole-Class Interventions At The Secondary Level, Rebecca Miller
The Effectiveness Of Individual, Small-Group, And Whole-Class Interventions At The Secondary Level, Rebecca Miller
Master's Theses & Capstone Projects
The purpose of this action research project was to determine if academic interventions in reading, writing, and mathematics can have an effect on student achievement at the secondary level. Additionally, the goal was to determine if individual, small-group, or whole-class interventions were the most effective. The researcher gleaned data from the 2022-2023 school year based on two individual interventions, nine small-group interventions, and one whole-class intervention. The researcher is an Instructional Coach and had a part in planning for and/or implementing all of these interventions. This research was conducted to help decide if the use of academic intervention is beneficial …