Special Education and Teaching Commons^™

Project-Based Learning Instruction For A Student With Disabilities: Experiences Of A Student And Teachers, Robert C. Shauger

Special Education ETDs

Students with disabilities have been underrepresented in research examining the implementation of project-based learning (PBL) instruction. This qualitative case study described the experiences of a student with a disability in an inclusive classroom where teachers used PBL instruction. I used interviews, observations, audio recorded conversations in class, and analyzed teacher-created curriculum documents and student artifacts. Thematic analysis generated four primary themes including: Supporting students, student buy-in, teacher and student interactions in PBL are complex, and student demonstration of learning. Recommendations for classroom practice to support students with disabilities in PBL instruction included extensive teacher collaboration, individualized instruction, and teaching students …

Naturalistic Instructional Approaches In The Early Childhood Inclusive Classroom, Maranda Martinez

Electronic Theses, Projects, and Dissertations

As a result of the new Individuals with Disabilities Education Improvement Act (IDEIA), states are required to provide students with disabilities high quality education in the Least Restrictive Environment (LRE) to the greatest extent possible. Many students are now being educated alongside their general education peers in blended classrooms. Co-teaching has become a practical strategy to provide high-quality, individualized, and specialized education within blended classrooms. However, studies have shown that early childhood educators are not prepared to teach students with disabilities. Naturalistic instructional approaches are an evidence-based practice that can be utilized by early childhood inclusive co-teachers to teach important …

Disability And Belonging In One Intentionally Inclusive Christian Faith Community, Deborah Winn Huggins

Special Education ETDs

The voices of people with Intellectual and Developmental Disabilities (IDD) are underrepresented in research examining their participation in faith communities. This qualitative case study examined the participation of people with IDD in one intentionally inclusive Christian faith community with a primary focus on the perceptions of faith community members with IDD. This community was unique in its theological stance toward inclusion, and in the steps the community had already taken to be inclusive. I conducted two types of interviews (in-depth individual and Photo-Voice) with people with disabilities who were active in the community and their family members to explore their …

Art For All: An Inclusive Curriculum For A Secondary Art Room, Michelle Ann Fuller

Masters Theses

Art classrooms in a secondary public school tend to be a place where students feel inspired to be creative, improve social skills and self-esteem. But what about those who have a learning disability? If the art educator establishes a positive and safe learning environment, all students, including those requiring adaptations can create meaningful work. Do art teachers feel prepared to guide students who require extra attention? How can pre-service teachers enter the profession feeling more qualified instructing these students? This thesis explores the support of inclusion in the high school art room by defining what an ideal collaboration might look …

Effects Of Special Education And Feeling Of Inclusion, Jacob Hergott

Master's Theses & Capstone Projects

The inclusion of students with special needs in a general education classroom has been a growing topic in education. This paper reviews literature that researched the effects of special education on student's feelings of inclusion in school. The literature used in this paper examines how teachers, peers, and placement effects student's experiences of inclusion. Additionally the literature examined how other countries approach special education along with the barriers special education students face. Previous research found that the peers, teachers, and placement all have a significant impact on a student's experience both negatively and positively. Italy was found to have the …

Social Development Through A Lunch Buddy Program, Amy Coon

Master's Theses & Capstone Projects

The intent of this literature review is to discuss the necessity of a lunch buddy program for students in special education. The review fist looks at the process of inclusive education and the effect that the educational movement has had on students in special education. Inclusion is defined as well as the impact it has on an individual's social development. Using research-based evidence, the review will also establish the importance of peer buddy programs for the social development of students in special education. A lunch buddy program will provide special education teachers with the means to assist their students during …

The Perceptions Of Public High School Administrators Regarding The Inclusion Of Students With Disabilities In The General Education Classroom: A Phenomenological Study By Jennifer A. Thomasian, Jennifer Thomasian

Dissertations

Purpose: The purpose of this phenomenological study was to describe the perceptions of high school administrators in Southern California regarding how they interpret and implement specific federal and state policies concerning the inclusion of students with disabilities in the general education classroom and to identify additional factors high school administrators perceive affect implementation. It was also the purpose of this study to describe how high school administrators perceive that their prior experiences with students with disabilities impact their interpretation and implementation of policies concerning inclusion.

Methodology: A sample of participants was selected from the target population of administrators serving at …

Rockets: Reaching Our Community Through Kindness, Education, Togetherness And Stem – A Sustainable Communities Project In Sumter County, Georgia, Crystal Perry

National Youth Advocacy & Resilience Conference

This poster session highlights the ROCKETS program implemented in Sumter County Schools through UGA Extension. Through the ROCKETS Project in-school sessions, youth with disabilities are provided additional opportunities to belong to a larger group of youth through the Georgia 4-H Program. The ROCKETS Project focuses on Agricultural literacy and STEM education as content areas to cultivate, recruit and graduate the next generation of a highly-skilled diverse workforce.

Assessment Of Inclusive Practices In Head Start Preschool Classrooms: Access, Participation, And Supports, Ifthika "Shine" Nissar

Electronic Theses, Projects, and Dissertations

ABSTRACT

The purpose of this study was to assess inclusive practices in Head Start preschool classrooms. In 1972, Public Law PL 94-242 mandated Head Start enrollment to include 10% of students with disabilities (Allen & Cowdery, 2009). Research on assessment of inclusive practices within Head Start preschool classrooms is limited (Gallagher & Lambert, 2006; Muccio, 2012).

This study implemented a quantitative, descriptive design approach. Correlational analysis was conducted to explore answers to the research questions according to access, participation, and supports constructs (DEC/NAEYC, 2009). An Inclusion Crosswalk model was introduced. Data revealed that the underlying factor structure of the …

Meaningful Engagement Via Robotic Telepresence: An Exploratory Case Study, Tommy Lister

Current Issues in Emerging eLearning

Recent advances in robotic telepresence have created new opportunities for students that are unable to engage in traditional classroom environments physically. Although these technologies are still being tested in application, early indicators support the idea that robotic telepresence enhances the learning experience by allowing greater autonomy and depth of engagement with peers. This exploratory case study examines the experiences of a fifth-grade student who was limited in her ability to attend school due to illness. It utilizes a qualitative investigation into the experiences of robotic-telepresence from the perspectives of the remote student, peer students in the classroom context, and the …

Teachers' Attitudes Toward The Inclusion Of Students With Disabilities In The General Education Classroom In A Rural School District, Robin M. Pelt

Theses and Dissertations

According to the research, inclusion in the general education setting is valuable to the academic and social development of students with disabilities. Teachers play a significant role in the success of students with disabilities in this setting (Coombs-Richardson & Mead, 2001; Fuchs, 2010; Test et al., 2009). Research shows that teachers display positive and negative attitudes toward inclusion based on the severity of the disability category (Cook, 2001; Ernest & Rogers, 2009). The purpose of this study was to examine teachers’ attitudes toward the inclusion of students with disabilities in the general education classroom in a rural school district. An …

Disproportionality In Special Education: The Factors Of Overrepresentation, Lack Of Inclusion And It's Impact On Student Success, Paige E. Webb

All Electronic Theses and Dissertations

The Least Restrictive Environment (LRE) is the guiding force behind placement for special education students. It provides students with disabilities access to the general education classroom and the ability to learn. The Individuals with Disabilities Act of 2004 (IDEA) sets forth regulations that require academic institutions to prioritize inclusive learning for all students regardless of the severity of needs. However, through various studies and findings, institutions have not followed mandates wholeheartedly. Due to this, students with disabilities, as well as minority students, are both consciously and subconsciously pushed away from the general education classroom, unfairly singled out through the referral …

Experiences Of Adolescents In The General Education Setting Interacting With Peers With Intellectual Disability, Katie Goldey

Theses and Dissertations--Rehabilitation Sciences

Social interaction is critical to health, quality of life, and linguistic and cognitive development. However, young people with intellectual disabilities are unlikely to have equitable opportunities for social interaction. This may be particularly true of adolescents. This study used qualitative phenomenological methods to examine the lived experiences of students in the general education setting interacting with their peers with intellectual disability. Twenty participants engaged in one on one interviews with the author. Interviews were recorded, transcribed verbatim, and analyzed for overarching themes. Four main themes emerged from the data including: (1) Teens just don’t have many opportunities to interact with …

Perceptions Of Co-Teaching In Secondary Inclusion Classrooms, Tori Hill

Doctor of Education Dissertations

This study examined secondary teacher and administrator perceptions of co-teaching practices as they relate to preservice and in-service training. In this mixed-methods study, general education math and English teachers and special education teachers in three suburban high schools were given a survey to provide input regarding co-teaching practices in their school/district. The survey results were analyzed to determine trends of variables relating to teacher perceptions. Additionally, interviews with four administrators (three schools and one district) were conducted to correlate expectations, strengths and weaknesses, and training with the results of the teacher survey. Multiple themes emerged, which included collaboration/planning, administrative support, …

Building Collaborative Partnerships To Increase Postsecondary Education Opportunities For Students With Intellectual And Developmental Disabilities, Annemarie L. Horn, Kimberly M. Bean, Selena J. Layden, Judith E. Terpstra, Karen C. Holloway

Communication Disorders & Special Education Faculty Publications

Transitioning from high school to the next phase of life can be especially challenging for youth with intellectual and other developmental disabilities (IDD). Federal mandates are in place to provide individualized transition services to students with disabilities up to age 22; however, there is variability in the location of service delivery. A growing number of school districts have partnered with institutions of higher education (IHE) in an effort to enhance postsecondary education (PSE) opportunities for individuals with IDD who are between the ages of 18-21. While there are some differences in PSE programs, the core foundational component is constant across …

Effective Instructional Strategies In Sixth Grade Inclusion Mathematics Classrooms: The Effect Of Active And Passive Engagement On Concept Learning And Opportunity To Learn, Christy Mikolaj

Electronic Theses and Dissertations

The purpose of this mixed-method study focused on the effect of active engagement on opportunity to learn and concept learning among sixth grade special education students participating in the inclusion mathematical setting. By implementing two instructional strategies and using the theoretical frameworks of Vygotsky’s Social Constructivism and Erikson’s Stage of Psychosocial Development of Industry vs. Inferiority, findings showed there was a significant negative relationship between active engagement time during instruction and concept learning. The study showed students with identified needs within an inclusion mathematics setting increased concept learning in both instructional classrooms. Therefore, there was no difference in concept learning …

A Survey Of Teacher Attitude Regarding Self-Awareness And Inclusive Education Of Special Education Students, Brooke Parvi

Dissertations, Theses, and Projects

Self-awareness is not something that develops individually or in solitude. Merriam-Webster (Merriam-Webster Dictionary, 2019) defines self-awareness as, “an awareness of one's own personality or individuality.” Schools have started to increase their understanding of the relevance of Social and Emotional Learning (SEL) and have been progressively providing more training in this area to their teachers. Inclusion happens when students with disabilities to mingle and learn with typically developing students; learn from each other and experiencing social expectations together. Research has indicated that students with learning and behavior disabilities lack social and emotional skills, specifically self-awareness skills.

In this study, educators were …

Pre-Service Teacher Attitudes Toward Inclusion In The Classroom, Anna F. Landis

Ramifications

A survey was conducted of students at West Chester University regarding their attitudes toward inclusion. The study was based upon previous studies by Margevica, Tubele, Bolton, Doan, & McGinley (2017) that examined Latvian students’ attitudes toward inclusion. Deng (2008) created a survey that examined the attitudes of educators in China towards inclusion. According to the National Center for Education Statistics (2016), 95 percent of 6- to 21-year-old students with disabilities are served in general education school settings. The survey was administered to declared education majors, undergraduate and graduate, who were in attendance to randomly selected classes that represented a range …

Including Autism: Confronting Inequitable Practices In A Toddler Classroom, Emmanuelle N. Fincham, Amanda R. Fellner

Occasional Paper Series

As co-teachers in a toddler room, we share a personal narrative about our experiences working with a child diagnosed with autism while in our care. Framed within the competing discourses of the medicalized perspective on disability and the individual, child-centered philosophies of early childhood education, we investigate the inequities we felt in the classroom and make connections to the field of early childhood inclusive education at large.

Using Assistive Technology Tools To Support Learning In The Inclusive Preschool Classroom, Marla J. Lohmann, Katrina A. Hovey, Ariane N. Gauvreau, Johanna P. Higgins

The Journal of Special Education Apprenticeship

For over a century, early childhood experts have discussed the importance of play for young children’s growth and development. Play is critical for the development of young children as it increases learning (Barton, 2015), supports young children in gaining social and communication skills (Dennis & Stockall, 2015), and leads to social awareness and empathy skills (Brown, 2009). However, for young children with disabilities, accessing play and social interactions can prove to be challenging (Fallon & MacCobb, 2013). In order to support preschoolers with disabilities in learning through play, the authors recommend the use of assistive technologies (AT) for (a) communication, …

A Study Of The Collaborative Strategies Of General Education And Special Education Teachers In The Inclusion Classroom In An Urban High School, Angela Mcdougall

Theses and Dissertations

This study expands on prior research on the benefits and strategies implemented in an inclusion classroom with the general education and special education teacher in an urban high school. The collaborative strategies that both teachers implement are critical to ensure a high level of instruction delivery to the special education students and the general education students that are placed together in the inclusion classroom. The general education teacher and the special education teacher both have their respective roles in the inclusion classroom.

General education teachers, ICS (in class support) and special education teachers who instruct in self-contained classrooms were interviewed …

Examining The Perspectives Of Elementary Education Teachers Prepared Through Traditional And Dual License Programs, Kelly A. Swindlehurst Ph.D., Colby T. Kervick Ed.D, Katharine G. Shepherd Ed.D

The Journal of Special Education Apprenticeship

Preparing classroom teachers to work with students with diverse learning needs is a challenge that has been well documented by the literature. Earning a dual license in general and special education has been posited as one possible solution to this challenge. This paper reports on a qualitative study that examined the differences between dually licensed and traditionally prepared educators with regards to their self-efficacy and ideas about inclusion. Findings suggest that teachers who earn a dual license in general education and special education may have a stronger sense of self-efficacy as well as a stronger skill set for working with …

Benefits And Disadvantages Of Inclusion In An Elementary School Setting, Christina Sieber

Master's Theses & Capstone Projects

Students who receive special education services must be educated in the least restrictive setting. Inclusion in the general education classroom for students with special needs has become a controversial topic among educators and parents. The purpose of this literature review is to determine the benefits and disadvantages of an inclusive educational placement for elementary students with significant special needs. After an examination of the literature on inclusion, data will be shared to determine the possible benefits and disadvantages of a fully inclusive placement for students with significant special needs. The literature review will also provide an analysis of the research …

Equipping Special Needs Ministries In The Church And/Or School, Leah Van Tol

Master's Theses & Capstone Projects

Inclusion of children, teens, and adults with various disabilities within religious settings, private schools, and church is less common than that of a public school or work environment. Inclusion reaches far beyond just invitations to events or places, it requires physical adaptations, attitude changes, and/or environmental changes. This review of literature provides a leader or educator with relevant research as well as how to start an inclusive religious program. It discusses how to include these individuals within the church setting as well as what the role of said leader or educator could or should be. It also provides numerous teaching …

A Qualitative Exploration Of Teachers’ Experiences With Students With Autism Spectrum Disorder Transitioning And Adjusting To Inclusion: Impacts Of The Home And School Collaboration, Chana S. Josilowski, Wendy Morris

The Qualitative Report

Although inclusive classrooms provide unique opportunities for students with autism spectrum disorder (ASD), these students face barriers during the initial transition from self-contained classrooms (Sanahuja-Gavaldà, Olmos-Rueda, & Morón-Velasco, 2016). The purpose of this qualitative, generic study was to identify how home and school collaboration impacted the transition and adjustment of students with ASD to an inclusive setting. Using a generic qualitative methodology, we collected data from 16 teachers who responded to a series of open-ended questions about their experiences with parental engagement during the transition to inclusion for students with ASD. Three themes emerged; teachers indicated that when parents and …

Co-Teaching As A Vehicle To Inclusion In A Diverse Suburban Middle School: A Case Study, Luis Correa

Dissertations

Many school districts across the United States have adopted, or are considering adopting, full inclusion to meet academic and social-emotional needs of increasingly diverse student populations. Co-teaching has become a popular approach for districts committed to inclusion. This study is about a Midwestern school district which more than 10 years ago committed itself to inclusion and co-teaching. The primary research question was: How do we make co-teaching more effective in the Fairview School District? A survey was sent to 120 co-teachers from three middle schools about their experiences with co-teaching in the areas of sharing responsibilities, co-teaching relationships, planning time, …

The Effect Of Classwide Peer Tutoring On The Skill Performance And Fitness Levels Of Students With Disabilities In An Elementary Physical Education Inclusion Class, Christopher Farrell

Theses and Dissertations

This single subject study used an ABAB research design to investigate the effect of classwide peer tutoring (CWPT) on the skill performance and fitness levels of students with disabilities. Data was collected from nine students with disabilities who are members of a fourth grade physical education inclusion class. During the baseline phases of this study, students received instruction through whole-class direct instruction provided by the physical education teacher. During the intervention phases of this study, students participated in CWPT sessions. Skill performance in this study was determined through students demonstrating skill cues while shooting towards a target. Fitness levels were …

The Attitudes Of Secondary School Teachers Regarding Inclusion Of Students With Autism In Saudi Arabia, Mohammed Al Jaffal

Electronic Theses and Dissertations

The purpose of this study was to examine secondary school teachers’ attitudes regarding the inclusion of students with autism spectrum disorders (ASD) in Riyadh, Saudi Arabia. In Saudi Arabia, students with ASD can attend regular education classrooms, especially in elementary and middle schools. In addition, the Ministry of Education in Saudi Arabia is interested in the inclusion of students with ASD in secondary schools. Since the attitudes of secondary school teachers toward inclusion of students with ASD have not been examined, it was important to look at the attitudes of these teachers towards the inclusion of students with ASD so …

How Inclusion Affects Students In The Ela Classroom, Nicole K. Jones

Master's Theses & Capstone Projects

The purpose of this literature review is to examine literature based on the following question: What are the effects on the academic achievement of inclusion on regular education students, those without Individualized Education Plans or special education needs in the English Language Arts classroom? After examining and reviewing the literature on this topic, the data will be shared and used to determine if there is adequate research available and whether that research provides enough information to apply inclusion to current practice.

Improving Inclusion Teacher Self-Efficacy Through Narrative Inquiry, Kylie Damico

Masters Theses/Capstone Projects

The purpose of this capstone project was to engage in narrative inquiry to explore teacher self-efficacy of inclusion teachers in a classroom where teachers may have low sense of teacher self-efficacy. Two special education teachers who have experienced challenges in co-teaching in the regular classrooms explored pre-conferencing with the general education teacher before class and reflecting with the general education teacher after the class period to try and increase teacher self-efficacy. They met regularly throughout the study and discussed their sense of teacher self-efficacy as it relates to the techniques explored and completed the Teaching Students with Disabilities Scale. The …