Special Education and Teaching Commons^™

Effective Science Instruction For Elementary Aged Students With Significant Cognitive And Adaptive Delays, Rabecca L. Juarez

All Graduate Reports and Creative Projects, Fall 2023 to Present

In Utah, students begin participating in statewide end-of-year assessments in third grade, with science added in fourth grade. Students with the most significant cognitive and adaptive disabilities participate in the Dynamic Learning Maps® (DLM®) alternate assessment, which measures student performance in English language arts, mathematics, and science aligned to Essential Elements (EE). Despite participation in statewide accountability systems, students with significant cognitive disabilities in a Southwest Utah School District have consistently demonstrated low science performance on the DLM assessment.

The aim of this project was to collaboratively create science lessons for students who participate in the alternate assessment. This project …

Making Sense Of The Iep: Teacher Perspectives In Implementation In Suburban Schools, Siranda J. Patchel

All NMU Master's Theses

The Individualized Education Program (IEP) is a legal requirement and instructional framework to support students with disabilities. However, inconsistency among IEP classroom implementation is a challenge. The purpose of this study was to explore the implementation of IEPs for students with disabilities as reported by general and special educators in suburban settings, in addition to examining educators’ perceptions of their preparedness and comprehension of IEP-related responsibilities.

The qualitative research design incorporated a survey and follow-up interview response analysis of educators who worked in suburban schools. The responses were analyzed using a thematic analysis approach that consisted of open coding and …

Educator Perspectives Of Available Special Education Transition Programming Through High School Career And Technical Education Organizations For Female Students In Self-Contained Classrooms, Cassandra L. Aungst

Theses and Dissertations

The problem addressed in this study was that there is a lack of research regarding alignment between special education student transition assessments, transition goals, and transition programming and specifically those who identify as female students. While career readiness programs are accessible to all students, regardless of gender, female students in special education remain underrepresented in career and technical education programs. The purpose of this research was to review educational practices that influence female students with disabilities in relation to their individualized education plan transition goals and programming by addressing (a) educators’ perceptions, (b) systemic challenges, and (c) policy gaps influencing …

Perceptions Of Recent Special Education Graduates Of The Transition Programming Taxonomy: Transcendental Phenomenological Research, Karen Sue Rozmus

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological research study was to develop an understanding of recent special education graduates' perceptions of transition programming taxonomy at a southern coastal community. Maslow’s theory of the hierarchy of needs was used. This theory directly relates to the study showing how important understanding the perceptions of support the recent special education graduates during their lived experiences as they transition into adulthood. The Central Research Question was: What are recent special education graduates’ perceptions of transition programming taxonomy? This transcendental phenomenological research study of 10 participants was designed to use data collected from independent interviews, focus …

Interprofessional Collaboration: A Survey Study Focusing On Pre-Service Professionals, Megan L. Bell

Masters Theses, 2020-current

Board certified behavior analysts (BCBAs) are bound by an ethical code to engage in appropriate means of interprofessional collaboration for the best interest of their clients. Training in this has been increased during graduate coursework to ensure BCBAs are intentionally following through on this notion to allow for stronger professional relationships with other related service providers and are holistically providing the best care possible for their clients. The goal of this survey was to better understand how these changes compares to other related services providers and their goals of collaboration, when working with individuals with disabilities. A survey was disseminated …

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 …

Pre-Service Teacher Perceptions Of Preparedness: Collaboration With Diverse Families Of Children With Disabilities, Guofeng Shen, Sandy Bowen

Journal of Educational Research and Innovation

Collaboration between educators and families is a critical issue in the field of education. This topic becomes even more salient when working with culturally, linguistically, or economically diverse families of children with disabilities. Both research and practice have shown that many educators enter the profession without adequate preparation for this aspect of their role. This study examined pre-service teachers' attitudes, comfort level and perceived preparedness to collaborate with diverse families of children with disabilities while completing their university teacher preparation programs. A total of 159 pre-service teachers representing 40 institutions completed an online survey addressing this topic. Results indicated a) …

Exploring How Collaboration Between General And Special Education Teachers Affects Self-Efficacy When Teaching Students Diagnosed With Emotional Disabilities In The Inclusive Classroom: A Qualitative Case Study, Liza K. Hyde

Doctoral Dissertations and Projects

The purpose of this case study was to explore the self-efficacy of general education and special education teachers at XYZ school district. The theory guiding this study was Bandura’s self-efficacy theory. The central research question was: How does collaboration between general and special education teachers affect their self-efficacy when working with students with emotional disabilities? This qualitative case study explored general and special education teachers’ real-life experiences while collaborating and teaching students with emotional disabilities in the secondary inclusive classroom. The total number of participants (10) were interviewed, allowed to collaborate in focus groups, and completed a reflective letter writing …

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 …

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 …

“They’Re All Our Students!” Using Data-Based Individualization To Increase Reading Performance For Students With Disabilities In The Resource Setting, Jennifer J. Hill

All Dissertations

Students with Disabilities (SWDs) are not making progress in reading, and this is a problem that occurs across the nation. The National Assessment of Educational Progress scores showed that students without disabilities are increasing in reading growth, while SWDs showed a decrease in reading (Stevens et al., 2024; Vaughn & Wanzek, 2014). On average, SWDs are about three years behind their peers in reading (Gilmour et al., 2015). All students, including those with disabilities, need to learn how to read because it leads to success in academics and future careers as an adult (Sullivan et al., 2016). If SWDs do …

Professional Portfolio: Collaboration To Support Inclusion Of Students With Extensive Support Needs, Sasha A. Lockhart

All Graduate Reports and Creative Projects, Fall 2023 to Present

This project focuses on the importance of collaboration between the special education teacher and general education teacher to better support inclusive practices for students with extensive support needs. Inclusion is an important part of education for a student with disabilities. Research has indicated several benefits of inclusion. Inclusion of students with extensive support needs requires effective collaboration between special and general education teachers. This professional portfolio includes a review of the literature about collaboration to support inclusion of students with extensive support needs, as well as two reports. Report one focuses on the collaboration between special education teacher and general …

Uncovering Best Practices For Professional Learning: A Focus On Dialogic Discourse, Belinda Jaquez

Dissertations

The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the …

Bridging The Gap: Effective Training For Paraprofessionals Supporting Social-Emotional Development In Students With Sld And High-Leverage Practices For Inclusive Environments, Amanda R. Swendra

Dissertations, Theses, and Projects

Abstract

As inclusive education becomes increasingly prevalent, the roles of paraprofessionals in supporting students with Specific Learning Disabilities (SLD) have evolved significantly. Effective paraprofessional support hinges not only on daily assistance but also on meaningful training rooted in research-based strategies. High-Leverage Practices (HLPs)—core instructional, behavioral, and collaborative approaches—have emerged as essential tools in ensuring students with disabilities, including those with SLD, experience academic and social-emotional success. These students often require tailored support due to comorbid conditions such as attention difficulties, executive functioning challenges, and emotional-behavioral regulation issues (Chieffo et al., 2023; Al-Dababneh & Al-Zboon, 2018). However, the literature consistently points …

Speech-Language Pathologists' Understanding Of Dyslexia And Collaborative Practice, Heather Tellier, John Fletcher

Special Education Faculty Publications

Purpose:

This study aimed to investigate Speech-Language Pathologists’ understanding of dyslexia, their involvement in interprofessional practice (IPP), and the potential correlation between their knowledge of dyslexia and the extent to which they engage in IPP. By examining SLPs’ perspectives on collaboration and their confidence in working with individuals with dyslexia, this study advocates enhanced interdisciplinary cooperation in developing comprehensive programs for dyslexia intervention.

Method:

An online survey (n = 87) assessed SLPs’ experiences with IPP and dyslexia. Descriptive and statistical analyses were performed on the data.

Results:

The IPP survey revealed that 72% of SLPs had prior training in working …

Empowering Special Education Teacher Candidates With Artificial Intelligence (Ai): A Chatbot For Transition Planning Interviews, Sohyun Yang, Jerrie Brooks

SACAD: Scholarly Activities

This project began with developing an AI-powered chatbot using Claude.ai to enhance learning experiences in a master-level special education teacher preparation course. Specifically, the chatbot will be utilized in the course SPED 860: Transition: Early Childhood to Adulthood in Special Education during Spring 2025. The course requires teacher candidates who are currently working as special education teachers to interview a parent and a professional (e.g., general education teacher, special education teacher, related service provider) to develop a transition plan for a student with a disability. By simulating these interviews, the chatbot will act as a proxy for the parent and …

Collaborative Inclusion: Iep Team Perspectives On Supporting Students With Extensive Needs And The Implications For Teacher Preparation Programs, Deborah J. Amend, Amy E. Lein, Alexandra J. Taylor, Elizabeth G. Dinkins

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

This mixed methods multi-case study explored the inclusion of students with extensive support needs, including multiple disabilities and autism, in a small elementary school setting. The study focused on the perspectives of school-based IEP team members regarding inclusive practices. Using a combination of quantitative and qualitative data, the research incorporated raw score data from the Teacher Attitude Towards Inclusion Survey alongside individual interviews, a focus group, and the development of tailored student support plans. A ten-week coaching intervention was implemented, grounded in Kunz and Carter’s (2021) collaborative and consultative framework, to enhance the team's capacity for inclusive education. Findings suggest …

Facilitating Interprofessional Collaboration To Support Aac Users: A Feasibility And Impact Study, Matthew L. Love, Marcella Cardoza Mccollum, Wendy Quach

The Journal of Special Education Apprenticeship

This study explores the efficacy and challenges of interprofessional learning opportunities for preservice special education teachers and speech-language pathologists through a novel Interprofessional Summit. Employing a mixed-methods approach, the research examined how interdisciplinary collaboration impacts the preparation of these professionals for working with augmentative and alternative communication (AAC) communicators in inclusive settings. Data were collected from a small convenience sample of participants at a single university, focusing on the process rather than outcomes of interprofessional engagement. Through content and thematic analysis of summit facilitation guides, participant artifacts, and post-summit surveys, findings revealed high levels of engagement and fidelity to the …

Understanding The Sense Of Belonging Within Inclusive Elementary Settings: A Hermeneutic Phenomenological Study, Precious La'shawn Sanders-Lewis

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to understand how educators foster a sense of belonging for students in inclusive elementary schools. The results of this study were intended to help policymakers and teachers in inclusive elementary schools make decisions about how to encourage both students’ involvement and teachers’ effectiveness. The theory that guided this study was social identity theory, which helped in understanding how individuals perceive and express their feelings towards belonging in social groups. Tajfel’s social identity theory provided a framework to answer the central research question: What are the lived experiences of educators regarding the sense …

Interprofessional Collaboration To Create Visual Supports In Preschool Classrooms: Perspectives Of Speech-Language Pathology Graduate Students, Shelby L. Klick

Master's Theses and Doctoral Dissertations

This study explored the perspectives of speech-language pathology (SLP) graduate students following participation in a Preschool Visual Supports interprofessional education (IPE) project. Though IPE initiatives have become more prevalent in healthcare, they are limited in preparing future education professionals. Using qualitative inquiry, this study aimed to explore and assess the impact of an interdisciplinary collaborative project and how participation might influence SLP students’ future approach to creating visual supports for young children and their confidence to do so. Thematic analysis was used to identify themes across five semi-structured interviews conducted with SLP graduate students at a Midwest university. The data …

Co-Teaching Models To Meet Academic And Behavioral Needs Of Elementary School Students, Shannon L. Roy

All Electronic Theses and Dissertations

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

All Electronic Theses and Dissertations

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 …

Examining The Perspectives Of General Education Teachers In Implementing A Multi-Tiered System Of Support: A Qualitative Study, Kristina Nelsen

Doctoral Dissertations and Projects

The purpose of this multiple case study was to discover the perceptions of implementing a Multi-Tiered System of Support (MTSS), which included the roles that collaboration, Professional Learning Communities (PLCs), and professional development played in implementation for elementary general education teachers at rural public school districts in northeast Nebraska. The theory guiding this study was Chrislip and Larson's theory on collaborative leadership, as it supported the vitality of understanding the success of implementing MTSS from a collaborative lens. The central research question was: What are elementary general education teachers' perceptions of implementing MTSS in rural public school districts in northeast …

Improving Cohesion Between General Education And Special Education Departments, Jacob Haugmo

Graduate Teacher Education

Cohesion between general education and special education departments is the idea of blending and aligning instructional methods and approaches regardless of educational discipline. This paper was written to examine how this cohesion can be improved. Educational leaders must improve cohesion between general education and special education departments to support the academic achievement and success of all students in schools. Through qualitative, quantitative, and mixed methods studies, methods to improve this cohesion were researched. The research provided insight on how general education and special education teachers feel about collaboration and how collaborative efforts can be utilized to improve cohesion. These collaborative …

Collaborative Strategies For Inclusive Education, Jill Ortega

Dissertations, Theses, and Projects

Abstract

In education, the collaboration between general and special education is pivotal for fostering inclusive practices and addressing complex challenges. However, existing literature highlights a gap in comprehensive preparation for educators, particularly general-education teacher candidates, and the need for ongoing professional development in inclusive practices. I worked to address this gap by developing a training program aimed at equipping general education teachers with the knowledge and skills necessary for effective collaboration with special education colleagues. Drawing upon peer-reviewed research, Cochran-Smith and Dudley-Marling (2012) underscore the necessity of addressing issues that divide general and special education and promoting inclusive practices through …

Leadership And Teacher Agency For Inclusive Classrooms: Insights About Integrating Students With Disabilities Into Inclusive Classrooms From Teachers And School Leaders In Three International Schools, Chad Wood

Dissertations

As international schools continue to flourish, they must consider how to be inclusive and meet the needs not only of multicultural populations of students, but also the needs of students with diagnosed learning difficulties (i.e., students with special needs). Promoting teacher agency is a potentially important component in successfully implementing inclusive practices given that teachers are key actors in the implementation process. Currently, however, there is limited empirical evidence regarding the interconnectedness of teacher agency and inclusion of special needs populations in international schools.

This qualitative research explores the role of school leaders in promoting teacher agency to support the …

Elementary Science Essential Elements Curriculum Map & Progress Monitoring With Evidence-Based Teaching Strategies, Tasha Jenkins

All Graduate Reports and Creative Projects, Fall 2023 to Present

Little research has explored the field of science instruction tailored to students with significant disabilities. However, research studies have begun to emerge that suggest, with specific instructional strategies, these students can be successful in learning science curriculum. This project evaluated literature to find evidence-based instructional strategies for teaching science to students with significant cognitive disabilities. Six strategies were consistently found across multiple studies. The six strategies include (1) time delay, (2) systematic instruction, (3) multiple exemplar training, (4) task analysis, (5) graphic organizers, and (6) guided inquiry-based learning. These strategies were shared with a team of nine special education teachers …

Voices From The Inside: Enhancing Co-Teaching Experiences Through Student Perspectives At 'Small University', Hope Brightman

Capstone Projects and Master's Theses

For this capstone project, the researchers investigated how students in the credential program at ‘Small University’ on the coast of California viewed their co- teaching credential experience and what they think could be done to improve it. An evidence based argument is offered that co-teaching be improved to be more equitable for students. Considerations of the issue should include the perspectives of credential program students. Expected benefits included an opportunity for participants to reflect on the co-teaching credential program at “Small University” and provide concrete suggestions for improvement that may be translated into action. Three themes emerged from an analysis …

The Impact Of Mixed-Reality Simulation On The Knowledge And Practice Of Collaboration Skills Of Preservice Special Education Teachers, Samantha Scott

All Dissertations

Collaboration is an essential skill for a special education teacher's (SETs) success in developing individualized education programs (IEPs) to ensure that students with disabilities have access to equal educational opportunities. Collaboration occurs when members of an inclusive learning community work together as equals to meet a student’s individual needs. Unfortunately, preservice SETs are often provided with little instruction during their coursework and are not given the opportunity to attend IEP meetings in field placements. Many teacher education programs provide only a select number of opportunities for preservice SETs to practice and apply collaboration skills, leaving teacher candidates feeling underprepared to …

A Hermeneutic Phenomenological Study Of The Lived Experiences Of Elementary Teachers In Inclusion Classrooms, Julie Elise Brown

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to understand the lived experiences of elementary teachers in inclusion classrooms. The theory which guided this study was Bandura’s (2006) social cognitive theory as it related to the lived experiences of teacher preparedness for teaching in inclusion classrooms. Successful inclusion-setting outcomes were attributed to a teacher’s perception and attitude toward disabilities and their ability to teach them. This study was designed to answer the following central research question: What are the lived experiences of teachers regarding their preparation for teaching in elementary-level inclusion classrooms? Three sub-questions were used to understand the lived …