Special Education and Teaching Commons^™

Exploring The Lived Experiences Of Families Of Students With Significant Disabilities In Accessing Community Transition Supports In Rural Settings, Michael David Green Jr.

UNF Graduate Theses and Dissertations

The transition process beyond high school can be daunting for students with disabilities and their families. Families often encounter difficulties accessing community-based supports after students leave the K–12 education system despite federal legislative mandates under the Individuals with Disabilities Education Act (IDEA) and the Workforce Innovation and Opportunity Act (WIOA). Rural contexts further complicate the experience for families accessing adult services after high school. The current hermeneutic phenomenological study explored how families of students with significant disabilities experienced accessing community transition supports after leaving high school in rural contexts. Through the lens of van Manen’s hermeneutic phenomenology, the study explored …

Ecpse 550: Foundations Of Special Education, Deborah J. Gruber

Open Educational Resources

No abstract provided.

Ecpse 350: Foundations Of Special Education, Deborah J. Gruber

Open Educational Resources

No abstract provided.

From Perfect Victim To Resilient Upstander: How Educators Can Help Middle-School Students With Asd Thrive Despite Peer Aggression, Julie R. Johnson

All Electronic Theses and Dissertations

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

All Electronic Theses and Dissertations

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

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

All Electronic Theses and Dissertations

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

All Electronic Theses and Dissertations

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

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

All Electronic Theses and Dissertations

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 …

Addressing The Void Of Ai Policies In Education For Students With Specific Learning Disabilities, Mikyung Shin, Fatmana Deniz, Latesha Watson, Cynthia Dieterich, Kathy B. Ewoldt, Friggita Johnson, Jennifer E. Kong, Sun Hee Lee, April Whitehurst

Faculty Publications - College of Education

The purpose of this study was to identify the current state of artificial intelligence (AI) policies in U.S. education and propose actionable recommendations through large language model–based topic modeling and Delphi surveys. Out of 12 policy documents released between 2015 and 2025, only two documents (National Center for Learning Disabilities, 2024; W.A. v. Clarksville/Montgomery County School System, 2024) specifically addressed learning disabilities. Policy documents addressing topics such as AI-driven risk assessment, data protection, legal risk management, and ethical guidelines covering other disabilities and general AI in education policy were provided as baselines that could be discussed and validated through …

Seeing The Whole Child: Bridging Community Beliefs And Early Intervention, Grace Danladi Saleh

Graduate Research Posters

Background

The first five years of a child’s life are a very important time. What happens during these early years has a big effect on how the child grows, learns to communicate, and relates to others. When caregivers respond warmly and consistently, children tend to do better later on. However, most screening tools used to spot developmental concerns are based mainly on Western ideas of what is normal. These tools often don’t match what many families from different backgrounds believe about child growth, behavior, or communication. As a result, children from diverse communities can be missed or identified too late. …

Educators’ Perceptions Of Artificial Intelligence Enabled Wearable Technology To Support The Social, Emotional, And Behavioral Functioning Of Neurodiverse Students, Jessica Taraborrelli

West Chester University Graduate Theses, Dissertations, and Final Projects

The integration of technology in education has largely focused on academic outcomes, with limited attention to students’ social, emotional, and behavioral needs, particularly for neurodiverse students. Artificial Intelligence enabled wearable technologies present promising opportunities to address this gap by providing real time data and interventions. The purpose of this quantitative study was to examine educators’ perceptions of AI-enabled wearable technology and its potential to support the social, emotional, and behavioral functioning of neurodiverse students. Grounded in the Technology Acceptance Model (TAM3) and the Collaborative for Academic, Social, and Emotional Learning (CASEL) frameworks, this study explored how perceived usefulness and its …

A Survey Of Disability-Inclusive K-12 Public School Music Programs In The United States Where Best Buddies Friendship Programs Have Been Established, Geena Louise Jeffries Mattox

Graduate Theses, Dissertations, and Problem Reports (ETD)

This study examines the presence and structural characteristics of disability-inclusive band, orchestra, and choir programs serving students with intellectual and developmental disabilities (IDDs) in K-12 public schools across the United States that implement the Best Buddies School Friendship Program. Intellectual and Developmental Disabilities is defined as group of chronic, lifelong conditions that originate before age 22, affecting physical, learning, language, or behavior areas. Despite federal legislation, peer reviewed scholarship specifically addressing access to performance-based music ensembles for students with IDDs remain comparatively limited. Employing a survey distributed nationwide within a defined population of schools implementing Best Buddies Programs, administered via …

Exploring Phonics Intervention For Elementary Students, Hallee Thomas

Masters Theses

No abstract provided.

What Makes A Family: Steepparent's Experiences Supporting Children With Autism In School Systems, Veronica Barrera

University of the Pacific Theses and Dissertations

This qualitative multiple case study explored the lived experiences of stepparents of children with autism spectrum disorder, examining how they navigate their roles within school and family systems during early elementary years (kindergarten through second grade). Despite the increasing prevalence of blended families, stepparent perspectives remain largely absent from research. Stepparents often occupy ambiguous legal and social positions that limit their access to educational information and participation in IEP meetings and school decision-making. Two stepparents of children with Level 1 autism participated in semi-structured interviews. Data were analyzed using inductive coding and thematic analysis, with narrative restorying to preserve participants’ …

Another Day's Journey: Birthing Brilliance Through Culturally Relevant/Responsive/Sustaining Pedagogies, Letitice Johnson

College of Graduate Studies: Theses & Dissertations

This dissertation examines the implementation of culturally relevant/responsive/sustaining mathematics using hip-hop pedagogy with special education students. The theoretical frameworks for this include with Culturally Relevant Pedagogy (Ladson-Billings, 1995), Culturally Responsive Teaching (Gay, 2018), and Culturally Sustaining Pedagogy (Paris & Alim, 2014). Utilizing an autobiographical case study methodology, I examined the use of culturally relevant math tasks and hip-hop pedagogy with 3^rd grade students with disabilities. From this study, the following findings emerged: (1). Learning environments characterized by hope, empathy, and critical agency can be cultivated through the use of community resources and structured classroom norms that promote support, collaboration, …

Mind The Gap: A Synthesis Of Research On The Theory Of The Mind Differences In Autism And Educational Bridging Strategies, Christopher K. Hansen

All Electronic Theses and Dissertations

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

All Electronic Theses and Dissertations

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

All Electronic Theses and Dissertations

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

All Electronic Theses and Dissertations

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 …

Using Curated Co-Teaching Tools To Elicit Tacit Experiences Related To Collaboration, Innovation, And Satisfaction Between Co-Teaching Pairs, Lisa Caputo Love

Theses and Dissertations

This is a qualitative, phenomenological study that documents the lived experiences of co-teaching pairs while they engage with a curated co-teaching “toolkit.” The toolkit, which comprises high-leverage practices and related resources, helps to elicit emotions and descriptions of the pairs’ experiences. A mosaic of data was gathered and analyzed for evidence of collaboration and innovation sparked by the toolkit and to assess participants’ perception of feeling valued and satisfied in the co-teaching role. The findings outline that the participants reported that access to the tools and time for their implementation could be helpful, but that more consistency in work pairings …

Aging Out: Life With Autism After School Ends, Emily Katherine Brown

West Chester University Graduate Theses, Dissertations, and Final Projects

This thesis examines the challenges autistic individuals face after graduating from the school system, a transition often marked by a sudden loss of structured support. During school aged years, students are guaranteed services such as individualized education programs (IEPs), therapies, and transition planning through age 21 or 22. However, once these protections end, many autistic adults encounter what is commonly referred to as the “service cliff,” where access to essential supports becomes limited, inconsistent, or entirely unavailable.

The absence of adult services creates significant barriers in areas such as employment, housing, healthcare, and community integration. Many individuals who relied on …

Educator Understanding Of Mtss: A Quantitative Descriptive Study, Danielle Valiente

Dissertations of Practice

Multi-tiered systems of support (MTSS) require coordinated implementation across the full educator workforce. This study examined MTSS knowledge and self-reported understanding across the Illinois educator workforce to identify the specific knowledge gaps a targeted professional learning solution would need to address. Using a quantitative descriptive design, 208 Illinois public school educators across 16 job roles and four experience bands completed an online survey consisting of an eleven-item true/false knowledge assessment, a ten-item multiple-choice knowledge assessment, and a 10-item Likert self-report inventory. Data were disaggregated by job role and by years of professional experience. Educators demonstrated strong understanding of MTSS structural …

Engaging Exceptional Learners: Applied Learning Frameworks As A Foundation For Autonomy In Secondary Special Education, Lisa Chovan-Spence

All Electronic Theses and Dissertations

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' …

Ai In Pk-12 Education: Implications For Teaching And Learning, David Naff, Meleah Ellison, Casey Bailey, Tzu-Wei Wang, Kiana Bradford

MERC Publications

This research and policy review from the Metropolitan Educational Research Consortium (MERC) explores the implications of artificial intelligence (AI) for teaching and learning in public PK-12 education. It is part of a two part series with a companion report focused on AI implications for PK-12 policy. The report explores two questions:

1. How is AI shaping teaching and instructional practice?
2. How is AI shaping student learning and development?

It concludes with a series of key takeaways and recommendations for PK-12 policy and practice.

The Transition From School To Work For Students With Emotional And Behavioral Disorders: Examining The Lived Experiences Of Students In Private Day Schools, Gabrielle S. Pickover

Theses and Dissertations

This qualitative phenomenological study examined the lived experiences of young adults with Emotional and Behavioral Disorders (EBD) as they transitioned from private day school settings into sustained employment. Guided by Schlossberg’s Transition Theory, the study explored participants’ perceptions of the barriers, supports, and strategies that shaped their transition experiences. Data were collected through twelve semi-structured interviews with six participants who maintained at least one year of continuous employment following high school. Analysis revealed four primary themes: structure as a stabilizing force, resilience developed through adversity, experiential learning as a pathway to employment, and employment as identity and independence. Findings suggest …

Fostering Reading: Review Of A College Bridge Program For Deaf And Hard Of Hearing High School Students, Cara Wilmot

UNF Graduate Theses and Dissertations

This mixed-methods formative program evaluation examined the reading component of a summer College Bridge Program (CBP) designed for high school students who are deaf and hard of hearing (d/Dhh). Persistent disparities in reading outcomes among d/Dhh students have been linked to differences in language access, communication access, and opportunities to receive specialized instruction. Using the Context, Input, Process, Product (CIPP) evaluation model, this study evaluated how the CBP identified and addressed students' reading needs, implemented evidence-based instructional practices, and supported reading development through a three-week summer program.

Participants included 45 d/Dhh high school students from 12 southeastern states, as well …