Special Education and Teaching Commons^™

The Perceptions Of Teachers Of Students With Autism Regarding Using Applied Behavior Analysis (Aba) To Improve Social Skills In Saudi Arabia, Salman Almughyiri

International Journal for Research in Education

Aims: The purpose of this study was to investigate the perceptions and experiences of teachers of autistic students in Riyadh and Jeddah regarding the use of applied behavior analysis (ABA) to improve social skills. Methodology: I used a qualitative method to analyze phenomena under inquiry from three different data points: surveys (n=51), interviews (n=6), and phenomenologically (n=2). Results: The findings indicated that some of the main factors affecting how teachers view and utilize evidence-based practice (EBP) in their scope of practice are refresher training, skills, knowledge, peer support, and institutional policies. Discussion and conclusion were discussed.

Keywords …

Implicit Bias And Least Restrictive Environment: Perceptions Of Certified Educators, Christen Papallo

Doctor of Education Program Dissertations

This narrative inquiry study explored the lived experiences of Connecticut’s certified educators related to implicit bias and student placement. The theory of intersectionality suggests that implicit bias is present within all individuals (Crenshaw, 2017). Thus, there is a natural propensity for implicit bias, specific to ability, among school personnel. The problem to be addressed is the need for a greater understanding of how the natural existence

of implicit bias among certified educators impacts their view of student capabilities and

achievement, thus impacting placement decisions in the classroom. Eight participants completed individual, semi-structured interviews, which were transcribed, re-storied and member checked. …

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 …

Perspectives Of College Students With Disabilities Regarding Their High School Transition Experience: Notes For High School Transition Planning, Lindsay Hartzler, Kitty Dong, Andrew Johnson Kliethermes, Kaitlyn Sandheinrich, Mark Wheatley

Dissertations

Students with disabilities face many challenges as they transition to postsecondary education. These students are often unprepared for the rigor of postsecondary academics; they often lack self-efficacy skills and have limited awareness of postsecondary supports or cannot successfully access them. This study aims to give voice to college students with disabilities to inform practices of high school personnel involved with transition and higher education professionals supporting them. Using Kohler’s Transition Taxonomy 2.0 (2016), researchers sought to study the perspectives of eleven college students on their high school transition experiences in the areas of academic preparedness, self-advocacy skills, and experiences with …

Perceptions Of Educators On The Inclusion Of Students With Disabilities In The General Education Classroom, Abigail Donde

University Honors Theses

This study analyzed the perceptions of educators on how students with disabilities are supported in general education classrooms. We used semi structured interviews to find out how students with disabilities are supported both within their school, and within the district as a whole. We interviewed a total of six participants (two general education teachers, two speech language pathologists, a learning specialist, and a special education teacher) from three different schools in Oregon to see how students with disabilities are included and how those systems of inclusion differ. The results revealed that many inclusive practices and systems are implemented within schools …

Transition Plans: A Critical Phenomenological Study Of The Young Black Men’S Parents’ Experiences At Admission Review And Dismissal Meetings, Bobby Durst

Electronic Theses and Dissertations

This phenomenological study explored the narrative shared in individualized education planning meetings for young black men with learning disabilities who are transitioning from high school. The individualized education plan (IEP) process, essential in addressing the specific educational needs of children with learning disabilities, can be particularly challenging for Black parents, as evidenced by recent data. This study was designed to shed light on the intricate dynamics of the IEP process and the unique challenges faced by parents. The study aimed to provide insight into various aspects of their experiences through interviews designed with open-ended questions and detailed analysis of the …

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 …

A Multi-Site Case Study Examining How Iep Teams Determine The Least Restrictive Placement For Students With Autism Spectrum Disorder At The Elementary School Level, Jennifer J. Hull

Doctoral Dissertations and Projects

The purpose of this qualitative, descriptive, multi-site case study was to determine the criteria individualized education program (IEP) teams used to find the least restrictive environment (LRE) placement for a student with autism spectrum disorder (ASD) at the elementary school level. The theoretical framework of this study was Maslow’s theory of human motivation, which described a hierarchy that should be in place for students to be ready to learn. Knowles’s adult learning theory also guided this study as it described how the adults’ experience shaped their decision-making. I collected data through direct observations, interviews, and focus groups. Utilizing a purposeful …

Qualitative Transcendental Phenomenological Study Of High Attrition Rates Of Special Education Teachers Working With Students Who Have Severe Disabilities Or Emotional Behavioral Disorders, Cara Jo Lord

Doctoral Dissertations and Projects

The purpose of this qualitative transcendental phenomenological study was to understand why special education teachers who worked with students with severe disabilities or emotional and behavioral disorders (EBD) experienced elevated stress levels and burnout, resulting in high attrition and migration rates. The central research question guiding this study was: What were the leading causes of attrition and migration among teachers who taught students with severe disabilities or EBD in separate settings outside the general education population? This study, guided by Maslow's motivation theory, explored attrition factors among 10 special education teachers in the United States who had taught students with …

Special Education Teacher Perspective On Implementation Of Assistive Technology Among Students With High-Incidence Disabilities, Olga Volkov

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to describe the experiences of implementing assistive technology with students who have high-incidence disabilities for special education teachers at a large school district. The theory guiding this study was Bandura’s self-efficacy theory. Self-efficacy is one’s belief in one’s capabilities to organize a course of action to achieve a desired outcome. Self-efficacy determines how individuals think, behave, and self-motivate. Previous studies that investigated technology utilization in schools found that teachers’ self-efficacy is one of the key factors in determining and predicting technology integration. The study employed hermeneutic phenomenology as its research methodology. A …

Optimizing Special Education With The Use Of Technology In The Classroom, Briana Sundet

Dissertations, Theses, and Projects

In our fast-evolving world technology is very quickly becoming an essential part of daily life. Teachers being able to utilize technology in the classroom is going to benefit all students, especially those with disabilities. Through research, case studies, and experiments we have learned how important technology is in the classroom and how much it enriches lessons, improves student engagement, and increases testing scores. Then on top of the “usual” technology in the classroom, our educators are now battling with AI resources that are being improperly utilized. Instead of training teachers how to use AI sites, it seems the school system …

California School Psychologists’ Assessment Practices With Cld Students: A Phenomenological Study, Hector Manuel Teran Jr.

Dissertations

School psychologists are tasked with assessing students to qualify them for special education, typically using standardized tests. Standardized testing, like IQ testing, routinely used in the psycho-educational process, serves to justify prejudices, as they often mark people of color as intellectually inferior to White people. A closer look at school psychologists’ assessment practices with culturally and linguistically diverse (CLD) students is necessary, as these students have historically been placed in special education at a higher percentage, likely due to misperceptions related to their race, ethnicity, or linguistic background. While IQ tests are regarded as tools that identify the needs of …

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 …

Perceptions Of Teachers And Administrators On Inclusive Practices For Students With Special Needs, Jury Segers

Graduate Theses & Dissertations

This qualitative case study explores the intricate dynamics between regular education teachers, special education teachers, and administrators within the context of inclusive education and was guided by three research questions: (1) What is the existing relationship between regular education and special education teachers? (2) What role do administrators play in fostering collaborative relationships between co-teachers? (3) How does this relationship impact inclusive practices for students with special needs? Data were collected through a survey, one-on-one interviews, and focus group discussions, revealing three primary themes: leadership and direction, training, and challenges.

The findings highlight the critical role of leadership in shaping …

Burnout In Rural Special Education Teachers Of Students With Low Incidence Disabilities: A Mixed Methods Study On The Fall Of The Dedicated And Committed., Kristie N. Jones

Electronic Theses and Dissertations

The purpose of this explanatory sequential mixed methods study was to examine the phenomenon of burnout in rural special education teachers of students with low incidence disabilities. For the quantitative phase, the Maslach Burnout Inventory- Educator Survey (MBI-ES, Maslach et al., 1986) was administered to 23 participants from geographically rural areas of one southern state in the United States. Descriptive analysis found that 92% of participants were experiencing high or moderate levels of burnout. Pearson correlation coefficient determined a statistically significant positive correlation between emotional exhaustion and depersonalization. A negative correlation was found between teachers’ age and depersonalization. Six participants …

Evaluating The Effectiveness Of Computer-Based Instruction For Training Pre-Service Teachers In Simultaneous Prompting., Mary P. Elliott

Electronic Theses and Dissertations

There has been a significant increase in the use of distance education (DE) in institutions of higher education (IHEs) that is leading to a shift in pedagogy and practices. In the fall of 2021, approximately 61% of undergraduate students nationally were enrolled in at least one online course. A growing number of teacher preparation programs, including special education programs, are utilizing asynchronous course and program designs to combat the critical shortage of certified teachers, yet little research has examined which asynchronous teaching methods are effective for the development of critical teaching skills such as evidence-based practices. One asynchronous teaching method …

A Case Study: The Influence Of Professional Development, Administrative Support, And Co-Planning On Teacher Perceptions Of Co-Teaching., Heidi Zimmerman

Electronic Theses and Dissertations

This dissertation presents a case study methodology investigating the influence of professional development, administrator support, and co-planning on teacher perceptions of co-teaching. My interest in co-teaching increased as a former special education teacher after implementing co-teaching strategies in my own practice. As defined by the Kentucky Administrative Regulations, Collaboration means, a teacher of exceptional children works with children with disabilities in the regular classroom to provide specially designed instruction and related services (707 KAR 1:350, Section 2). Oftentimes, Collaboration and Co-Teaching may be used interchangeably. For the purpose of this study, the term Co-Teaching will be used throughout. The goal …

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 …

Special Education Teachers' Experiences Addressing Mental Health Concerns In Students With Comorbid Disabilities: A Phenomenological Study, Alison L. Simmons

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the lived experiences of special education teachers in public schools regarding addressing mental health needs in their students experiencing comorbid disabilities. The theory guiding this study was contextual organizational framework as it applies to individual special education teachers addressing comorbid mental health concerns in their students. The research addresses the central research question: What experiences within the organizational context(s) do special education teachers describe with regard to working with special education students with comorbid mental health disorders? All participants were special education teachers in either elementary or secondary schools, who …

An Evaluation Of Rural Access To Education, Caroline Ackerman, Kera B. Ackerman

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

In Kentucky, educators serve over 100,000 students who qualify for special education services under the Individuals with Disabilities Education Act (IDEA). Given Kentucky's topography, and the designation of 86 of the Commonwealth's 120 counties as rural, it's essential to understand how the socioeconomic and geographic qualities of the state impact the students being served. Previous research has indicated that nearly a quarter of children in Kentucky live in poverty, with the highest rates existing in rural Eastern Kentucky counties. This statistic, compacted with the knowledge that high-need children in poverty are more likely than their peers to have a disability …

Lessons Learned: Considerations For Enhancing Principal Preparation Programs With Inclusive Special Education Practices, Ellen G. Casale, Stacy Leggett

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

Western Kentucky University has a long-standing history in preparing principals. Recognizing the ever-growing importance of explicit training in supporting students with disabilities, we applied for and received a minigrant from the Kentucky Excellence in Educator Preparation to enhance our curriculum to address this need. In this article, we provide an overview of the context for this need and provide considerations for principal preparation programs considering enhancing their own curricula. Implications are provided.

A Collaborative Framework For The Inclusion Of Students With Extensive Support Needs: A Case Study, Deborah Amend

Graduate Theses, Dissertations, and Capstones

Research indicates that the academic growth and social development of students with extensive support needs are generally best facilitated in general education classrooms. Students with extensive support needs are those whose needs impact learning to the degree that they require specially designed instruction based on or using extended learning standards and often alternate state assessments. The most recent data indicate that students served within many of the categories of Individuals with Disabilities Education Act have seen significant growth in their rates of inclusion. However, this increase in inclusion has not happened for students with extensive support needs. Emerging theories about …

The Numeracy Intervention Project, Paige Smith

Master's Theses & Capstone Projects

This study focused on the Numeracy Intervention Project designed to detect gaps in student's mathematical learning. Research took place in the special education setting with one participant. Participants qualified by having an Individualized Education Plan with a goal specific to math instruction. The intervention took place over a two-week time period where the researcher and student met each day for thirty minutes. The Numeracy Intervention provided a scripted baseline assessment, hands on manipulatives, and several specific skill activities. Results from the baseline to post assessment showed no significant results. Study limitations and future research are included.

Eds 702: The Young Child With Special Needs, Lingyu Li

Open Educational Resources

This introductory course addresses the concept of disability and the field of special education. It will also consider the social, cultural, and economic context surrounding the education of young children (birth to 8 years) with a wide range of developmental delays and disability conditions. Pertinent legislation, intervention with families, developing Individualized Family Service Plans (IFSPs), Individualized Education Programs (IEPs), and issues of advocacy will be studied within the context of the continuum of service delivery (home-based, center-based, and school-based interventions). (15 fieldwork hours required.)

Returning To School After A Pandemic: K-6 Special Education Teachers Perspectives On Students With Disabilities Returning To School In Regard To Mindset, Behavior, Social Connections, And Academic Achievement, Andrea Xenios

Dissertations

Purpose: The purpose of this phenomenological study was to determine K-6 special education educators’ perceptions of the impact on students with disabilities returning to school after the trauma of a pandemic for 2 years with regard to behavior, academic achievement, mindset, and social connections.

Methodology: This qualitative study interviewed 10 special education teachers who taught before, during, and after the pandemic in Orange County, CA. Semi-structured open ended interview questions was the main source of data collection with other sources including observations, and artifacts. Data was coded and the researcher analyzed the data for themes and patterns.

Findings: The study …

Identifying Critical Employability Skills For Employment Success Of Autistic Individuals: A Content Analysis Of Job Postings, Amy Jane Griffiths, Amy E. Hurley-Hanson, Cristina M. Giannantonio, Angel Miles Nash, Wallace Walrod, Petersen Walrod, Rachel Torres, Raquel Delgado

Education Faculty Articles and Research

This study aimed to examine the literature on the skill sets of autistic individuals and determine how these skills align with current and projected future labour market needs. Based on a literature review, researchers identified the following skill categories common to autistic individuals: visual skills, attention to detail and systemizing composite skills. Researchers then gathered aggregated data on occupations and industries from over 90 state and federal sources in the United States. Next, they collected data on the most in-demand jobs, their industries and relevant skills by analysing hundreds of millions of online job postings. The results indicate the most …

Knowledge And Skills Of Special Education Teachers In Implementing Evidence-Based Practices, Fatmah R. Almutiri, Sultanah F. Alotaibi, Norah A. Albaz, Sarah S. Alfawaz

International Journal for Research in Education

This study aimed at knowing the reality of special education teachers’ knowledge and skills in implementing evidence-based practices, the factors contributing to this knowledge, and its impact on implementing these practices. The mixed-methods sequential explanatory design was used with its two phases: In the quantitative phase, a descriptive survey was used through a questionnaire that was distributed to (311) male and female teachers in the three school levels in Riyadh. Results showed that the teachers’ knowledge of evidence-based practices was medium. However, the results revealed that their implementation skills level of evidence-based practices was low. There were statistically significant differences …

Accessibility For All: An Interdisciplinary Team's Perception Of Multisensory Community Experiences For Students With Severe Disabilities, Karrissa Ebert

Doctor of Education Dissertations

This phenomenological study sought to understand how members of a special education team account for and navigate successes and barriers faced during the planning and implementation of community experiences for students with severe disabilities. The needs and abilities of this population are vast and often difficult to accurately define, and there remain many gaps within the research. Individual interviews of six special education team members from varied professional backgrounds yielded thick, rich narratives about the successes and barriers faced while planning and implementing community experiences for their students. The dominant theme that emerged was that successful community learning experiences had …

The Complexities Of Disproportionality In A Large Urban School District: A Look Into District Interventions And Identification Processes, Linnie Tennile Tarrant

Dissertations of Practice

This study delves into the implementation of the multi-tiered system of supports (MTSS) and the special education identification process in a large urban school district in Illinois, with a specific focus on disproportionality in special education referrals. The district has been identified as disproportionate in categorizing African American students under the emotional disturbance (ED) category since 2014. Using a grounded theory approach, interviews were conducted with ten building-level administrators to investigate the consistency of MTSS implementation and the process of identifying students for special education services. Data was collected through in-depth interviews, and themes were analyzed using open, axial, and …

An Examination Of Students Perceptions And Achievement Results In Co-Taught High School Math Courses, Joy Bacino

Theses and Dissertations

This dissertation examined student perceptions about the impact of their math class on their learning and compared these perceptions across co-taught and single taught classrooms and IEP status of students. Student perceptions across groups indicated some differences. Of significance is students with IEPs in co-taught environments shared less favorable comments regarding their learning and reported learning more previously in their single-taught classrooms. End of course exam scores and PSAT scores were also compared and a significant difference between the ends of course assessment scores for non-IEP students within the single taught classroom and IEP students within the co-taught classroom was …