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Special Education and Teaching Commons™
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Articles 1 - 30 of 213
Full-Text Articles in Special Education and Teaching
Collegial Support As A Key Component Of Beginning Special Education Teacher Retention, Olivia A. Brammer
Collegial Support As A Key Component Of Beginning Special Education Teacher Retention, Olivia A. Brammer
All Electronic Theses and Dissertations
This thesis reviews current studies to examine how collegial support is a key component of beginning special education teacher retention through classroom and instructional support, observations and coaching, and emotional and mental health support. The literature shows that across rural and urban school districts in the United States, colleagues and their support play an important role in the retention of beginning special education teachers. The thesis also points to the need for further research on mentorship and induction programs for beginning special education teachers as they navigate their unique roles. While the results show the impact of collegial support on …
Music-Based Interventions And Social Communication Outcomes For Children With Autism Spectrum Disorder, Tom M. Coughlin
Music-Based Interventions And Social Communication Outcomes For Children With Autism Spectrum Disorder, Tom M. Coughlin
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Autism Spectrum Disorder (ASD) is characterized by persistent differences in social communication, social interaction, and ritualistic and repetitive behaviors. This thesis examined participation in music-based instruction and intervention to support social communication outcomes for students with ASD. Literature studies included systematic reviews, empirical interventions, and music-based approaches, including improvisational music therapy, song-based instruction, classroom-based music intervention, and technology-mediated music-making. Across the literature, music-based practices were analyzed considering engagement, joint attention, emotional understanding, initiation, reciprocal interaction, and expressive communication. The literature reviewed suggests that music-based instruction and intervention provide meaningful contexts to support social communication skills for ASD students, highlighting the …
Causes And Best Practices To Minimize Disciplinary Referrals For Minor Behavioral Issues In General Education Classrooms With Special Education Populations, Beth Moran
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An increasing number of setting one and setting two special education students with disruptive behaviors are being integrated into general education classrooms in the elementary grades. When these students are referred to formal disciplinary processes by general education teachers for minor behavioral issues, they lose classroom time. Collecting data to identify the causes of minor behavioral issues can inform decisions about the distribution of special education students in general education classrooms and the selection of appropriate classroom management strategies by grade level. Identifying and selecting best practices to minimize behavioral issues within settings one and two for special education students …
How Gender Differences Influence The Presentation, Diagnosis, And Lived Experience Of Females With Autism Spectrum Disorder, Casey A. Vanyo
How Gender Differences Influence The Presentation, Diagnosis, And Lived Experience Of Females With Autism Spectrum Disorder, Casey A. Vanyo
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Autism spectrum disorder (ASD) is a neurodevelopmental condition with a highly variable presentation influenced by gender. Historically, autism research has focused primarily on males, contributing to the under recognition and misdiagnosis of girls, women, and gender-diverse individuals. Women engage in camouflaging behaviors to align with social expectations, which can mask autistic traits and contribute to higher levels of anxiety, depression, and emotional exhaustion. This thesis examines how gender shapes the presentation, diagnosis, and lived experiences of autistic females. It explores differences in diagnostic practices, mental health outcomes, and access to support. Findings suggest that current frameworks often fail to capture …
How Does Inclusive Education Affect Students With Autism Spectrum Disorder In Elementary Schools?, Kacie M. Coe
How Does Inclusive Education Affect Students With Autism Spectrum Disorder In Elementary Schools?, Kacie M. Coe
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Children diagnosed with autism are at an all-time high of 1 in 31 children (Centers for Disease Control and Prevention 2025). What does this mean for our schools and students with autism? Inclusive education is more renowned than ever. What is now known as the Individuals with Disabilities Education Act (IDEA) was enacted in 1975, and guarantees every child with a disability access to a free appropriate public education (FAPE) in the least restrictive environment (LRE). Inclusion, in theory, appears to be the right decision for all our students, but what are the schools doing to prepare for these exceptional …
Executive Function Development And Academic Outcomes: Instructional Practices And Implications For Students With Disabilities, Sean P. Trewin
Executive Function Development And Academic Outcomes: Instructional Practices And Implications For Students With Disabilities, Sean P. Trewin
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Executive Function (EF) plays a significant role in academic achievement, behavior regulation, emotional development, and long-term life outcomes for students with disabilities (Pfeifer et al., 2021). This literature review examined the development of EF skills, factors that influence EF growth, evidence-based practices used to best support students with disabilities, and how EF effects the lives of students with disabilities with ADHD (Attention Deficit/Hyperactivity Disorder), ASD (Autism Spectrum Disorder), and SLD (Specific Learning Disability) in particular. Research showed that EF skills develop progressively from early childhood through adolescence and are shaped by many factors such as neurological, environmental, and social influences …
Play-Based Learning Within A Special Education Classroom, Cassandra L. Christiansen
Play-Based Learning Within A Special Education Classroom, Cassandra L. Christiansen
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In the following research paper, play-based learning (PBL) will be explored for its potential to shape the educational experience of elementary-age special education children. This thesis examined a wide variety of academic articles, journals, books, and online resources to address this issue. These sources offered perspectives on the use of play-based learning in special and general education, including its advantages and disadvantages, as well as the challenges teachers may face when embedding play-based learning in their classrooms. The research will investigate many areas of play-based learning, including play-based strategies for fostering cognitive, social, and emotional development, as well as the …
Decision-Making Consistency In Mtss And Special Education: Implications For Equity And Student Outcomes, Alyson Renee Reeves
Decision-Making Consistency In Mtss And Special Education: Implications For Equity And Student Outcomes, Alyson Renee Reeves
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Multi-tiered systems of support (MTSS) are widely used to guide early intervention and data-based decision making in schools; however, variability in how educators interpret data and apply decision-making frameworks may influence student access to interventions and special education services. This study examined decision-making practices within MTSS and special education systems, with particular attention to eligibility determination, reevaluation, and dismissal processes. Drawing on existing research related to MTSS implementation, equity in special education, and professional judgment in data interpretation, this study explored how educators interpreted student data and applied decision-making criteria within Minnesota school systems. The purpose of this research was …
From Perfect Victim To Resilient Upstander: How Educators Can Help Middle-School Students With Asd Thrive Despite Peer Aggression, Julie R. Johnson
From Perfect Victim To Resilient Upstander: How Educators Can Help Middle-School Students With Asd Thrive Despite Peer Aggression, Julie R. Johnson
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Students with Autism Spectrum Disorder (ASD) are more likely to be bullied by peers (46-94%), bullied by siblings, and chronically bullied than typically developing students (30.5%). Some victims become bullies, particularly when impulsivity and hostility are high or perseverance or prudence are low. Students with ASD are more likely to become bully-victims, especially if they have certain comorbidities. This literature review explores how educators can mitigate this cycle. Schools need a multi-tiered system of supports to support victims with ASD so they do not become bullies: Tier One needs clear policies, anti-bullying programs, and neurodiversity-affirming classrooms. Tiers Two and Three …
Impact Of Trauma-Informed Models In Schools, Amber R. Clinton
Impact Of Trauma-Informed Models In Schools, Amber R. Clinton
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This paper explores trauma-informed models in schools and the impact on students in different educational settings. Trauma-informed models are systemic changes that support all students in school, but it is especially important for students who have experienced trauma. This model helps them feel safe in the school environment. This paper reviews literature on how trauma-informed models impact student behaviors, academics, and learning within traditional educational approaches and special education settings. The research also reviews gaps, for instance it is unclear what parts of trauma-informed models contribute to positive outcomes for students in school. The gaps also revealed the need for …
Physical Activity And Cognitive Function Among Youth: Implications And Recommendations For Increasing Physical Activity Participation, Allison C. Ims
Physical Activity And Cognitive Function Among Youth: Implications And Recommendations For Increasing Physical Activity Participation, Allison C. Ims
All Electronic Theses and Dissertations
Physical activity is extensively recognized as an essential part of a healthy lifestyle. For children, it is important for the development of their physical, cognitive, social, and emotional well-being. Nationally, there are physical activity recommendations for youth; however, most children and adolescents do not meet these recommendations. It’s recommended that youth participate in at least 60 minutes of moderate to vigorous physical activity daily. However, many youth are not achieving this recommendation due to physical, environmental, and social barriers. The purpose of this thesis was to look at the relationship between physical activity, executive functioning, and academic performance among youth. …
Disproportionality: The Impact Identifying Students For Special Education, John M. Bradford
Disproportionality: The Impact Identifying Students For Special Education, John M. Bradford
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This thesis focuses on the topic of disproportionality as it relates to the special education population. Disproportionality is an area of interest for this researcher, who wanted to explore and learn more about disproportionality, the true numbers behind it, the consequences of overrepresentation, and the consequences of our current system for addressing it. Some populations of students have been seemingly overidentified for special education, and current thinking suggests that these services may have negative consequences for the groups that are overidentified. Disproportionality data were reexamined, along with the concept of whether proportional representation in special education should be expected. Additionally, …
How Do Teacher-Student Relationships Affect Behavior Outcomes In Students With Disabilities?, Charles E. Linder
How Do Teacher-Student Relationships Affect Behavior Outcomes In Students With Disabilities?, Charles E. Linder
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Teacher-student relationships are an essential part of schooling for all students. For students with disabilities, it may be more important. The reasoning behind this could be that creating positive relationships with teachers is crucial for students who have deficits in their social, emotional, and behavioral skills. By creating positive relationships, students with disabilities can see an increase in academic achievement, better behavioral outcomes, and an increase in the well-being of the student. Teachers can achieve this by creating an environment that welcomes engagement and inclusion of all students and offering praise, especially to students with disabilities. When positive relationships are …
Predictability, Flexibility, And Relationship-Building In Trauma-Informed Middle School Ebd Classrooms, Julie Tong
Predictability, Flexibility, And Relationship-Building In Trauma-Informed Middle School Ebd Classrooms, Julie Tong
All Electronic Theses and Dissertations
Students with emotional and behavioral disorders (EBD) in middle school often experience significant challenges with regulation and engagement, frequently rooted in trauma and adverse childhood experiences. This literature review examined the guiding research question: How do predictability, flexibility, and relationship-building within trauma-informed middle school EBD classrooms impact student regulation and engagement? Synthesis of the literature revealed that predictability reduces uncertainty and supports safety, flexibility allows teachers to respond to dysregulation without escalation, and relationship-building fosters the trust students need to accept correction and engage in learning. Together, these practices create a structured, responsive, and relationally safe classroom. Implications include the …
An Examination Of The Impact Of Behavioral Frameworks And Practices On Neurodivergent Students, Megan A. Salmon
An Examination Of The Impact Of Behavioral Frameworks And Practices On Neurodivergent Students, Megan A. Salmon
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Elementary schools commonly use behavioral frameworks to promote positive academic, behavioral, and social outcomes. As behavioral practices have become widely implemented and elementary classrooms have become increasingly diverse, it is important to examine how these practices affect neurodivergent students. This literature review examined how behavioral frameworks and practices affect neurodivergent students in elementary schools. This review reviewed and synthesized current peer-reviewed literature on behavioral frameworks, behavioral practices, and neurodiversity. The literature indicates that behavioral frameworks provide significant academic, behavioral, and organizational benefits; however, their effectiveness for neurodivergent students depends largely on implementation. Findings suggest that refining implementation through increased educator …
Mind The Gap: A Synthesis Of Research On The Theory Of The Mind Differences In Autism And Educational Bridging Strategies, Christopher K. Hansen
Mind The Gap: A Synthesis Of Research On The Theory Of The Mind Differences In Autism And Educational Bridging Strategies, Christopher K. Hansen
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This master’s thesis analyzes “Theory of the Mind” (how we understand other people’s thoughts) through a neurodiversity affirming lens. Rather than looking at autism as a one-sided social flaw, this paper explores the idea that communication gaps occur because neurotypical and neurodivergent individuals naturally speak different social languages. This literature review examines how forcing autistic students to mask their natural traits causes academic frustration and emotional and mental exhaustion. This can also cause anxiety and lead to depression. Part of this paper focuses on translating these findings into practical bridging strategies for the classroom, using a variety of approaches to …
Equity And Inclusion For Students With Disabilities In Spanish Immersion Programs, Karla C. Sindt
Equity And Inclusion For Students With Disabilities In Spanish Immersion Programs, Karla C. Sindt
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As Spanish immersion programs continue to expand, more students with disabilities are participating in bilingual educational settings. Although research has demonstrated the academic, linguistic, and cognitive benefits of bilingual education, limited attention has been given to how these programs effectively support bilingual learners with disabilities. This literature review synthesizes research on Spanish immersion, bilingual learner development, disability identification, and inclusive instructional practices to examine how bilingual education and special education intersect. The review identifies strategies that promote equitable access, meaningful participation, and academic success for bilingual learners with disabilities in Spanish immersion environments. The literature highlights the importance of culturally …
Supporting Success In Collegiate Student-Athletes With Autism Spectrum Disorder: Coaching, Accommodations, And Mental Health Supports, Sharon Marcella Miller
Supporting Success In Collegiate Student-Athletes With Autism Spectrum Disorder: Coaching, Accommodations, And Mental Health Supports, Sharon Marcella Miller
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This literature review examines the support needed to promote the academic, athletic, social, and psychological success of collegiate athletes with autism spectrum disorder (ASD)—research related to autism in higher education, mental health, and sensory processing disability accommodations. New diversity and coaching practices will be synthesized to identify common barriers and effective support strategies. Findings indicate that successful outcomes are less focused on the autism diagnosis itself and more focused on accessibility, communication, relationships, organizational culture, and practices surrounding the athlete. Direct communication, individualized accommodations, psychological safety, predictable routines, sensory-informed practices, and collaboration among coaches, disability service professionals, athletic trainers, mental …
The Impact Of Special Education Inclusion On The Academic And Social Development Of Students With Disabilities, Sarah Phoebe Phelps
The Impact Of Special Education Inclusion On The Academic And Social Development Of Students With Disabilities, Sarah Phoebe Phelps
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Research of special education inclusion in mainstream classrooms indicated that it can enhance the academic and social development of students with disabilities, and that it could also make a positive impact on the peers without disabilities. However, there is continued concern regarding teacher readiness, resource limitations, and the appropriateness of full inclusion for students with significant disabilities. To create a successful inclusive classroom, teachers need support, proven strategies, and the implementation of the strategies. This literature review will look at the successes and challenges of inclusive education as a whole, and highlight the evolution of exclusive practices to the current …
Engaging Exceptional Learners: Applied Learning Frameworks As A Foundation For Autonomy In Secondary Special Education, Lisa Chovan-Spence
Engaging Exceptional Learners: Applied Learning Frameworks As A Foundation For Autonomy In Secondary Special Education, Lisa Chovan-Spence
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Students with mild disabilities are transitioning from high school into the world of work inadequately prepared, even after completing the required transition measures laid out in their Individual Education Programs (IEPs). The transition gap could be remedied by increasing experiential learning opportunities within the core curriculum. Foundational educational psychology and cognitive science validate the use of experiential teaching pedagogies. However, less is written about the use of experiential learning methods in special education and their ability to better prepare students with disabilities (SWD) for this transition. The benefits of experiential learning teaching strategies, such as their propensity to build students' …
Effective Individualized Services By Case Managers Of Special Education Students At The Secondary Level, David Allan Wenell
Effective Individualized Services By Case Managers Of Special Education Students At The Secondary Level, David Allan Wenell
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Special education case managers in secondary education may need to utilize check-ins as a service for students. While students should be kept in the least restrictive environment, their needs sometimes necessitate services outside the general education classroom setting. A check-in offers an opportunity for case managers to build positive relationships with their students while providing time to work on student-specific deficits that may not be addressable in the secondary classroom. Special education students across multiple disabilities sometimes have deficits in executive functioning skills and/or social, emotional, and behavioral skills. These may be best addressed briefly at a weekly or monthly …
The Effects Of Literature Groups On Social-Emotional Learning And Reading Motivation Among Adolescents, Jennifer Krista Geisinger
The Effects Of Literature Groups On Social-Emotional Learning And Reading Motivation Among Adolescents, Jennifer Krista Geisinger
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As students move into adolescence there is an increased need for social and emotional competencies to navigate academic expectations, personal identity, and social structures. Research has shown that social and emotional learning can increase learning engagement, self-management, and social awareness. This literature review explores the use of book clubs to promote social and emotional competencies among adolescents and build reading motivation. Research has shown that when students are provided a choice in what they read, and books that reflect their own cultural and/or personal identity, reading engagement increases. Book clubs can be a powerful tool for students to share their …
Effective Reading Comprehension Strategies For Secondary Students With Disabilities In The General Education Setting, Karlie N. Groves
Effective Reading Comprehension Strategies For Secondary Students With Disabilities In The General Education Setting, Karlie N. Groves
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Concern regarding the quality of reading instruction continues to be a topic addressed by researchers, educators, administrators, and policymakers. Historically, there have been many avenues reported to teach reading comprehension skills. This study reviews researched-based strategies for secondary students with reading deficits in the general education setting; specifically, students who receive special education services and participate in general education courses. To make progress in reading skills and have access to general education content, students benefit from explicit reading comprehension that includes vocabulary, pre-reading, active reading, and post-reading strategies. This information equips educators and educational staff with research-based strategies, tools, and …
Decreasing Disruptive Behaviors In Elementary Students With Emotional And Behavioral Disorders To Promote Academic And Social Success, Parker K. Bakke
Decreasing Disruptive Behaviors In Elementary Students With Emotional And Behavioral Disorders To Promote Academic And Social Success, Parker K. Bakke
All Electronic Theses and Dissertations
This thesis investigated how elementary special education teachers can support students with EBD to promote social and academic success. Students with EBD struggle with behaviors that can negatively affect the classroom environment such as aggression, inattentiveness, impulsivity, defiance, and lack of self-regulation. These result in poor relationships with peers and adverse effects on learning. Teachers who use proper interventions, structured classroom schedules, and consistent routines can support these behaviors. Incorporating social-emotional learning (SEL), as well as building safe and strong relationships with both students and their families, can also aid in promoting positive outcomes. Without the appropriate knowledge, support, and …
Co-Teaching Models To Meet Academic And Behavioral Needs Of Elementary School Students, Shannon L. Roy
Co-Teaching Models To Meet Academic And Behavioral Needs Of Elementary School Students, Shannon L. Roy
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Co-teaching is a collaborative instructional model in which general and special education teachers work together to plan, deliver, and assess supporting students with and without disabilities. Research indicates that successful co-teaching requires strong collaboration and communication skills between educators. Co-teaching positively impacts student engagement, academic performance, and social-emotional development, particularly those students with Emotional Behavioral Disorder (EBD). Co-teaching ensures that students have their right to education in the general education setting, creating an inclusive classroom environment.
Effective Instructional Strategies For Students With Special Needs In A Co-Taught Classroom, Adam J. Ludwig
Effective Instructional Strategies For Students With Special Needs In A Co-Taught Classroom, Adam J. Ludwig
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This study explores the effectiveness and strategies of co-teaching, with a focus on teacher preparedness, co-teaching models, and the benefits and drawbacks of implementation. Through a literature review of teacher surveys and anecdotal experiences, the study examines how co-taught classrooms can be improved through targeted preservice and in-service training, familiarity with co-teaching approaches, and a clearer understanding of its impact on students with special needs. Findings suggest that effective co-teaching is linked to increased collaboration, shared responsibilities among teachers, and enhanced student access to the curriculum. However, evidence remains inconclusive regarding its impact on academic achievement. The study highlights the …
Benefits Of Fluency Instruction For Students With Disabilities, Rebecca Lapham
Benefits Of Fluency Instruction For Students With Disabilities, Rebecca Lapham
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Computational fluency is a foundational skill in math instruction that allows students to access a variety of higher level skills. Mastery of fluency requires the coordination of several brain systems, including the hippocampal memory system, the working memory apparatus, and appropriate connections between brain regions, especially within the prefrontal cortex. A variety of disabilities affect different parts of these systems and cause different deficits, which require specific strategies and interventions. Many students have multiple deficits or learn in classrooms with other students whose deficits vary from their own. Multimodal approaches to fluency instruction are most effective, with three to five …
The Effect Of Extracurricular Engagement On Academic Performance, Personal Growth, And Positive Behaviors In Students, Jonah Jackson
The Effect Of Extracurricular Engagement On Academic Performance, Personal Growth, And Positive Behaviors In Students, Jonah Jackson
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Extracurricular activities play a significant role in student development. They drive learning, encourage friendships, and build confidence. For many students, clubs, sports, or group activities enhance their potential and help them develop crucial skills. Without such involvement, important growth opportunities may be missed. Opportunity for involvement, however, can depend greatly on factors such as socioeconomic status, accessibility, cultural expectations and racial or ethnic identities. Ensuring all students have access to extracurricular activities is an important step for overall success. This thesis will examine how extracurricular activities prevent school dropout, develop essential skills such as leadership and adaptability, and encourage school …
Student Behavior In The Special Education Setting, Ashley Ila Gilbertson
Student Behavior In The Special Education Setting, Ashley Ila Gilbertson
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The implementation of positive reinforcement in special education settings plays a crucial role in shaping and modifying student behavior. This approach involves rewarding desired behaviors, thereby increasing the likelihood of their recurrence. Research indicates that positive reinforcement not only enhances academic performance but also fosters social skills and emotional well-being among students with diverse needs. By providing immediate, specific feedback and rewards, educators can create a supportive environment that encourages engagement and participation. Furthermore, positive reinforcement helps build self-esteem, as students experience success through consistent acknowledgment of their achievements. Overall, the strategic use of positive reinforcement proves to be an …
Racial Disparities In Public Education: Examining The Black-White Achievement Gap, Cheryl A. Jackson
Racial Disparities In Public Education: Examining The Black-White Achievement Gap, Cheryl A. Jackson
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This study examines the persistent achievement gap between African American males and their White peers in public schools, focusing on how historical and systemic factors continue to shape educational outcomes. The research aims to understand the complex interplay among social, institutional, and historical influences that contribute to academic disparities. Using historical analysis and literature review, the study examines issues such as inequitable school funding, biased disciplinary practices, and structural barriers in education. Findings indicate that African American males encounter significant challenges, including limited access to high-quality instruction and disproportionate disciplinary actions. Additionally, the lasting effects of historical injustices, such as …