Special Education and Teaching Commons^™

Peer Mentoring Programs For Students With Disabilities Attending Center-Based Schools, Andrea L. Vargo

Masters Projects

Due to the level of support needed to become successful, students with moderate to severe disabilities may be placed in a center-based program separate from their typically developed peers. In this placement, students with disabilities, who often have deficits in the areas of communication and social interaction, have little to no access to their peers without disabilities. Therefore, developing and implementing a program that encourages both access to same-age peers and opportunities to improve social interaction skills would be ideal. One of the best ways to provide strategies for these opportunities is through peer-mediated instruction, specifically peer mentorship. The goals …

Effects Of Inclusive Social Skills Training On Preschoolers, Lauren E. Weiss

Special Education ETDs

Social interventions for children with disabilities are generally conducted in small groups and outside of the classroom; therefore, little is known about inclusive and classwide social interventions in early childhood educational settings. This study evaluated the effects of inclusive social skills training (ISST), a program delivered remotely to inclusive preschool classrooms via direct instruction, video modeling, rehearsal, and feedback, to teach social skills. Educators rated preschoolers' social skills in a nonequivalent pretest-posttest design and evaluated the social validity of ISST. I examined the differences in scores. A significant interaction effect was detected in the program group between abilities. Overall, educators …

Early Childhood Special Education Teachers’ Attitudes Toward Inclusion: A Qualitative Study On A School’S Transition From Segregated Classrooms To More Inclusion Classrooms, Shally Moua

Doctoral Dissertations

Inclusion has been a topic of interest in education and a great deal of research has identified teachers’ attitudes as a barrier to inclusion. Therefore, using the model of attitude (Eagly & Chaiken, 1993) and inclusive pedagogy framework (Florian & Black-Hawkins, 2012), the qualitative study aims to: (1) examine the attitudes of early childhood special education (ECSE) teachers toward inclusion as a school shift from segregated to more inclusive classrooms, (2) explore types of support they received and how that support shaped their inclusive pedagogical practices to teach in inclusive classrooms, and (3) identify barriers that impact their transition to …

Assistive Technology In Early Childhood, Ciarah Thoreson

Dissertations, Theses, and Projects

This capstone will be focusing on assistive technology in early childhood special education as it relates to students with physical health disabilities. This project is important because there seems to be a lack of information about supporting early childhood students with physical health disabilities in home and school settings. As an early childhood special education teacher, it can be difficult to determine what assistive technologies would be appropriate for each individual student. This project focuses on exploring assistive technology within early childhood to promote inclusion.

Assistive technology is any product or tool that helps individuals with disabilities learn, work, and …

Meaningful Inclusion Of Students With Disabilities In Jewish Supplementary Schools, Zeena Goldenberg

Dissertations

This basic qualitative research study describes how Jewish supplementary school directors and educators define inclusion, include students with disabilities in their religious school education programs, identify different components of the schools that benefit inclusion, and understand barriers that impede inclusion. Through in-depth interviews with Jewish supplementary school directors and educators, the study explored three important goals. The study first explored how Jewish supplementary school directors and educators define meaningful inclusion, and how they perceive their inclusive classrooms enable students with disabilities to have meaningful access to both academic information and socialization with their same-age peers who do not have disabilities. …

Perceptions Of General Education And Special Education Teachers Towards Inclusion: A Quantitative Study, Charity Leigh Kinneer

Doctoral Dissertations and Projects

This study examined the attitudes of general education teachers and special education teacher of the inclusion classroom in the middle and high school levels. Using casual- comparative and survey methodology, the level of agreement or disagreement of these teachers’ attitudes towards the inclusive procedures was assessed in four areas: Planning, Classroom/School Environment, Collaboration/Team Partners, and Resources/Supports/Professional Development. The survey measured general education teachers and special education teachers in the middle and high school levels using a 19- item, five-point Likert scale. To address the research questions, an ANOVA was initially proposed. However, due to the low sample size of administrators …

Understanding The Unique Role Of The Special Education Teacher And The Essence Of The Special Education Teacher’S Life In The Inclusive Setting, Evelyn C. Phillips

Dissertations

The drive for inclusive practices has required the special education teacher to become an integral part of the general education setting. Yet as the nation recovers from the ubiquitous COVID-19 virus, many schools are challenged to provide a learning environment that is conducive to all students while balancing the need to provide safety and an appropriate education. As schools find their way to a new normal, this study examines the unique role of the special education teacher engaged in inclusive practices. Using a phenomenological approach combined with the constant comparative method, this study explores what meaning special education teachers ascribe …

Inclusion, Engagement, And Nearpod: Providing A Digital Alternative To Traditional Instruction, Kristina Buttrey

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

Unfortunately, the onset of Covid-19 and the ensuing pandemic led to a shift in the structure of classrooms across all levels of the educational spectrum. The resulting move to more social distancing methods, including a combination of face-to-face and online formats, led to a need for innovative uses of technology. In this article, Nearpod is explored as an alternative way to present information while increasing engagement and inclusivity in the classroom. Research studies and reviews are scrutinized on the use of Nearpod as tool for teachers and pre-service teachers in K-12.

Implementing Effective Inclusion In Prekindergarten, Jennifer L. Wenke

Master's Theses & Capstone Projects

This literature review will act as a guide for implementing quality inclusion effectively in preschool classrooms. The inclusion of children with special needs in education is of concern to educators worldwide. "Inclusive education involves the transformation of the education system-legislation and policy, systems for financing, administration, design, delivery, and monitoring of the education and the way schools are organized" (Zabeli & Gjelaj, 2020, p. 3). This literature review examines the variables predicting overall quality, curriculum, training, tools for communication and engagement, teacher views, and peer interaction pertaining to inclusion in prekindergarten classrooms. Two themes were constant in the research: training …

Examining Teacher Advocacy For Full Inclusion, Jill Bradley-Levine

Journal of Catholic Education

This critical ethnography examined the motivations of, and processes used by teachers to advocate for the inclusion of students with exceptionalities in their Catholic school. Because students with exceptionalities have been marginalized in K-12 Catholic schools, learning more about teachers who have been successful advocates on their behalf is essential to building more inclusive schools, as well as inclusive local and global communities. The findings of this study help to identify some key elements for teacher-led advocacy including practices that align with ethical leadership and that encourage teachers to take risks and pursue passions when there is potential for positive …

Review Of Schooling Of Learners With Disabilities And The Manifestation Of The Hidden Curriculum Of Time, Theodoto Ressa

Journal of Educational Research and Practice

Postsecondary outcomes remain difficult to attain despite their significance to learners with disabilities. This qualitative study investigated the impact of a hidden curriculum of time on the education of five undergraduate students with disabilities at a Carnegie Research One institution in the midwestern U.S. Participants in their quest for an education experienced a hidden curriculum of time in the form of physical impairments, educational costs of ill-health, and disability discrimination. The academic barriers participants encountered in reaching their educational goals suggest that addressing the hidden curriculum of time is essential for authentic inclusion and achievement of postsecondary education outcomes.

The Politics Of The Hero's Journey: A Narratology Of American Special Education Textbooks, Elise Assaf, Jennifer James, Scot Danforth

Education Faculty Articles and Research

This paper explores introduction to special education textbooks in order to illuminate how they portray the social and political work of special educators, especially in relation to disabled students and adults. This study analyzed five leading special education textbooks used in university teacher education programs using traditional methods of discourse analysis, including line-by-line coding and language-in-use with valuation. The analysis and coding tracked story plot components and characters associated with five phases evident in the narrative structure of a hero's journey: (1) the call to adventure, (2) supernatural aid, (3) threshold guardians, (4) trials and tribulations, and (5) the return. …

An Applied Study Examining Inclusion Models In An All-Girls Rhode Island Catholic High School, Shannon Mcmahon

Doctoral Dissertations and Projects

The purpose of this applied study was to seek to solve the problem of a lack of comprehensive special education programming in an all-girls, Catholic school in Rhode Island, that addresses the students’ academic, social, and emotional needs, and to design a proposal of recommendations, using a multi-method approach. Particular attention was given to the merits of peer mentoring as an effective inclusion strategy. The central research question was “How can the problem of lack of comprehensive special education programs for girls be solved at St. Teresa’s Catholic School in Rhode Island?” Data were collected using both quantitative and qualitative …

The Lived Experience Of College Students With Intellectual Disabilities, Mary Lindell, Jessica Daniels, Mary Schulze Michener

Graduate School Faculty Publications

Within a private university in the United States, BUILD is a two-year program for individuals with intellectual disabilities. BUILD provides inclusive opportunities in coursework, employment, residential, and social activities with traditional students, as well as life skills and career training in courses specific to BUILD students.

This empirical phenomenological research study explored the lived experience of students with intellectual disabilities enrolled in the BUILD program. From interviews with six participants, the themes of social experience, independence, safety, and belonging emerged. The findings of this research indicate that the opportunity-rich environment, a network of support, and a community of belonging contributed …

Cultural Competency In Classroom Libraries

The Graduate Review

No abstract provided.

Teacher Perceptions Of Co-Teaching Effectiveness In Inclusive Elementary Classrooms, Ann Sims

Masters Theses

The purpose of this study was to examine if co-teaching is an effective strategy of inclusion for students with Individualized Educational Program (IEP). Specifically, students in the general education classroom for grade levels kindergarten to fifth grade in the state of Illinois. Co-teaching has been utilized in middle and upper-grade levels, but the implementation of co-teaching has started to integrate into elementary grades. Two questions guided the study; is co-teaching an effective inclusive strategy for students with an IEP in a general education classroom; and does the model of co-teaching impact the student's academic progress? A quantitative study utilizing a …

Promoting Self-Management Skills Among Students With Disabilities Within The General Education Classroom, Elisabeth A. Pagel

All Electronic Theses and Dissertations

The purpose of this action research project was to determine how educators can promote self-management skills among students with disabilities in the general education classroom. Previous studies were used to summarize the current state of social-emotional learning in the American public-school system and to identify strategies that promote self-management skills in special education classrooms. The Delphi method was used to distinguish which of these strategies would promote self-management skills for students with disabilities in the general education classroom. Panelists (N = 18) generated and ranked strategies in three questionnaires, and they created consensus on the top 10 strategies with the …

The Relationship Between Inclusive Classroom Practice And Student Self-Perception Outcomes, Jenifer York

All Electronic Theses and Dissertations

The majority of students with special education needs spend of 80% their time in general education classrooms (National Center for Education Statistics, 2019c). While participation in general education classes is linked to positive outcomes for students with special education needs, little has been researched regarding actual practices occurring in inclusive classrooms and the impact of such practices. Academic and social gains for students in general education classrooms are unlikely without effective instruction and intervention. This quantitative study investigated whether there was a relationship between the degree of implementation of inclusive practices in classrooms and student self-perception of academic self-concept and …

Evidence-Based Practices To Promote Inclusion In Today’S Catholic School, Sean Smith, G Cheatham, Maggie Mosher

Journal of Catholic Education

Abstract

The purpose of this article is to present inclusionary practices for Catholic education classrooms that emphasize the integration of evidence-based practices (EBPs). Practices that have been developed to address the needs of all students, particularly learners who are at-risk as well as their peers with an identified disability. Over the past two decades, educational reforms and corresponding effective practices have evolved to correspond with the growing expectations that all student should be given the opportunity to participate in the general education experience. Applying the evidence-based practices presented in this article can provide Catholic educators with the needed support and …

Defining Inclusionary Practices In Catholic Schools, Sean J. Smith, G Cheatham, Jennifer M. Amilivia

Journal of Catholic Education

The purpose of this article is to provide Catholic educators, administrators, families, and broader parish communities an understanding of critical elements required to effectively include all students, particularly those with disabilities, in Catholic schools. With an understanding that Catholic schools enroll and will continue to add not only students with disabilities, but also other students who may struggle with learning in some manner, the Catholic school community needs to keep abreast of effective practices that facilitate meaningful inclusion. This is especially relevant for those Catholic families who desire a Catholic education for their children with disabilities, as well as their …

Inclusion In Catholic Schools: From Inception To Implementation, Christine Bonfiglio, Karen Kroh

Journal of Catholic Education

Inclusion of students with diverse learning needs, including those with disabilities, in Catholic schools is becoming more prevalent. Despite a long history of the call to serve all learners, Catholic schools have been slow to welcome students who are academically and behaviorally diverse. Meeting the needs of all learners requires understanding the concept of inclusion, removing barriers, and implementing inclusive educational practices. This article defines inclusion and its prevalence in Catholic schools in comparison to national trends in the public domain. Identified barriers to successful inclusive education are identified and described. Additionally, effective practices are outlined and illustrated using a …

A Framework For All: Building Capacity For Service Delivery In Catholic Schools, Michael Faggella-Luby, Christie Bonfiglio

Journal of Catholic Education

The challenge to include students with disabilities in Catholic schools requires a comprehensive system of service delivery to meet student need and avoid pathologizing individuals as problems. The purpose of this article is to provide an overview of Multi-tiered Systems of Support (MTSS), a framework for organizing resources, delivering services, and measuring success that directly addresses the mission of Catholic Schools to truly serve all students. MTSS is a research-based and systematic service delivery model that provides tiered supports based on individual learner need. MTSS is defined and contextualized to address both academic and behavioral supports for all students. A …

Inclusion In The Classroom: Addressing Antecedents Of Challenging Behaviors, Justin Heskett

Dissertations, Theses, and Projects

The study aimed at identifying the antecedents of challenging behavior of a student who was identified as Developmental Cognitive Disability (DCD) in her inclusive secondary classes. This study was directed towards a student and her behaviors to help determine what, if anything, triggered different behaviors in the inclusive classroom. Information was gathered through paraeducators along with her teachers (e.g. general education teachers, special education teachers) observing the student. The information will be presented to administration to create a staff development on inclusion in the classroom. Analyzing the data, some of the triggers for behaviors were deemed inevitable, and some were …

Investigating Teachers’ Perspectives Of Gifted Students With Specific Learning Disabilities In Saudi Arabia, Mohamed Aladsani

Electronic Theses and Dissertations

The purpose of this study was to examine teachers’ perspectives of gifted students with SLD in Saudi Arabia. Specifically, this study aimed at examining the relationships between teachers’ perspectives and background factors, including years of teaching experience and gender, that might affect the teachers’ perspectives. In addition, it investigated the teachers’ perspectives about the existence, identification, and education of gifted students with SLD in different regions in Saudi Arabia. This study used statistical analysis of quantitative data collected from an online survey that was adopted and modified specifically for this study. The study participants included 936 teachers with various backgrounds …

Perceptions Of Consulting In Inclusive Preschool Classrooms, Natalie E. Forsythe

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Consulting is a method of delivering special education services in inclusive preschool classrooms (consisting of both students with disabilities and typically developing peers) where special education teachers and related service providers (consultants) visit the classroom and support general education preschool teachers (consultees) in implementing special education services and accommodations. This thesis examined the results of a survey gathering perspectives of both consultants and consultees on the definition of the consulting role and factors in building positive consulting relationships. Providers from both groups who responded to this survey defined the consultant role as working with both students and consultees, but primarily …

Benefits Of Inclusion: Supports And Strategies For Students With Intellectual Disabilities, Molly M. Mccain

Masters Projects

Special Education has evolved over the years. One shift has been the placement of students with special needs, specifically those with Intellectual Disabilities (ID). These students are getting out of their special education classrooms and are being mainstreamed in the general education setting with their same aged peers. Studies have revealed there are positive social and academic benefits to inclusion, including increases in peer-to-peer interactions, shared learning opportunities, and access to general education curriculums. Unfortunately, students do not always acquire these benefits because people working with students with ID: students, teachers, and paraprofessionals, are unaware of what inclusion is and …

Perceptions Of Special Education Supports By School Administrators, Eric P. Oxford

Electronic Theses and Dissertations

This research study analyzed the perceptions of special education supports by school administrators. Specifically, this research discussed comparative findings of perceptions of special education supports between building principals and building-based special education team chairpersons in one Massachusetts public school district. The findings are grounded in the district’s inclusive philosophy and its capability to ensure that all students are provided educational opportunities in the least restrictive educational environment. The problem studied was that many students with disabilities who are unable to find academic success within an inclusive academic environment are typically transitioned into a more restrictive—or substantially separate—alternative education setting. It …

Educators’ Perspectives Regarding The Inclusion Of Students With Mild To Moderate Disabilities Into The General Education Classroom, Rebecca Lynn Parres

Electronic Theses, Projects, and Dissertations

ABSTRACT

This quantitative study examined the perspectives of educators related to the inclusion of students with mild to moderate disabilities in general education classrooms. General education teachers, special education providers (e.g. education specialists, speech pathologists, occupational and physical therapists, and school psychologists, etc.), and administrators were surveyed to obtain their perspectives regarding the inclusion of students with mild to moderate disabilities; into the general education classroom. The Inclusive School Program Survey (McLewesky, et al., 2012) was used with permission from James McLeskey who conducted similar research in 2001. The five-point Likert scale survey was utilized to obtain data from the …

The Blue Room, Suzanne J. Gikas

Ought: The Journal of Autistic Culture

The Blue Room is a true account of a teacher's experience in a federal setting four classroom.

Challenged by highly restrictive practices and perceived lack of support, the teacher finally confronts the realization that the concepts of continuum and least restrictive environment equally apply to teachers in that setting.

Spilling The Lgbt(Ea)Q: A Study Of Lgbtq Youth Early School Experiences, Nicholas Catania

USF Tampa Graduate Theses and Dissertations

In this arts-based qualitative study, I explore the experiences of LGBTQ youth regarding inclusion during their early schooling. The purpose of this study was to examine the experiences of youth participants regarding inclusion during their early school experiences to better assist educators and policy-makers at all levels with information to provide safe and equitable learning environments for LGBTQ youth to succeed. The intent of this study was to uncover the ways schools may marginalize or be inclusive of LGBTQ youth by examining school experiences with a particular focus at the elementary level. Data was collected through semi-structured interviews, focus groups, …