Special Education and Teaching Commons^™

Decreasing Self-Injurious Behaviors In Children With Autism Spectrum Disorders, Susan L. Mccorkle

LC Journal of Special Education

There has been increased concern in developing successful interventions for problem behaviors in ASD due to a rise in diagnoses of this disorder (Doughty & Doughty, 2008). This paper will explore applied behavior analysis research studies that have examined interventions used in the attempt to decrease or extinguish SIB in children with ASD. Procedural alternatives for behavioral reduction will be investigated and the results of research will be evaluated for significant influence on SIB. These include reinforcement-based strategies, extinction strategies, removal of desirable stimuli, and the presentation of aversive stimuli. The functional relationship between SIB and these alternatives for behavior …

High School Special Education Teacher Retention: Does The Type Of Certification Make A Difference?, Diane Coughlin, Ravic Ringlaben

LC Journal of Special Education

Special education teacher retention is a nation-wide issue that continues. Almost half of special education teachers leave the profession during their first five years of teaching. Though some studies have researched this issue, few studies have compared teacher preparation: specifically, traditional versus alternative certification programs. This study focused on the perceptions of traditionally and alternatively certified high school special education teachers regarding their intent on leaving or staying in the profession. Data is provided that substantiates retention is still a problem for both traditionally and alternatively certified high school special education teachers. Suggestions to increase special education teacher retention are …

Academic Interventions For Students With Asd, Deanna B. Cash

LC Journal of Special Education

Following the reauthorization of the Individuals with Disabilities Education Improvement Act in 2004 and its emphasis on inclusion of students with disabilities in the general education setting, students with Autism Spectrum Disorder are increasingly taught in general education classrooms (Leblanc, Richardson, & Burns, 2009; Simpson, Boer-Ott, & Smith-Myles, 2003). Data from the Annual Report to Congress on Implementation of IDEA (U.S. Department of Education, 2010) indicated that almost 90% of students with autism in public schools in the United States receive their education in general education classrooms for some part of the school day. Yet, both general education and special …

Picture Exchange Communication System A Review Of The Literature, Callista Brenda Virgile

LC Journal of Special Education

The purpose of this paper is to show that Picture Exchange Communication System (PECS) is an effective communication device through documented research. Since the development of the protocol by Frost and Bondy (2002), there have been numerous research studies conducted (Pyramids Educational Consultants, 2009) supporting the use of PECS as a communication device especially in the area of autism. PECS was developed for children with autism because most children with autism have astonishing visual memory, they are able to learn rote memorization easily, they are visual PECS 4 thinkers, they are able to process a greater amount of material at …

Assistive Technology: A Tool For Enhancing Classroom Instruction For Students With Learning Disabilities, Callista Brenda Virgile

LC Journal of Special Education

The purpose of this paper is to show the uses of Assitive Technology (AT) as an educational tool, and to highlight a few devices that can be used in the areas of Reading, Writing, and Math for students with learning disabilities. Through the use of low-tech and high-tech devices, AT will be able to help students become better readers, writers, and mathematicians. In the area of Reading, the use of AT will help students improve upon and build on their spelling abilities, and also better students’ decoding, listening, and oral skills. In the area of Writing, the use of AT …

Non-Responders: Current Findings In Reading Instruction As Related To Students Unresponsive To Early Intervention, Susan E. Sperduto

LC Journal of Special Education

Questions still remain about whether or not current research – based reading instruction is effective for all students. There is a population of students that continue to struggle to learn how to read despite the use of research – based instruction. This population of students has been termed “non – responders” or “treatment resisters.” The emphasis on research – based reading instruction has promoted an increase of reading levels among students in the United States; however, the limited amount of research on the needs of students who are non – responder has yielded mixed reviews. The following paper will address …

Psychological Profiles Associated With Prader-Willi Syndrome, Jessica R. Scott

LC Journal of Special Education

The purpose of this paper is to present an overview of the psychological characteristics associated with PWS. Because psychological characteristics are by definition less visible than physical characteristics, they may be more easily hidden or misinterpreted. The aim of this paper is to provide a context for the visible behaviors that one might observe in someone who has Prader-Willi syndrome. For discussions of physical and medical considerations including hyperphagia and related behaviors in PWS, the reader is referred to the research and reviews reported by Eiholzer and Lee (2006), Goelz (2006), Scheimann, Lee, and Ellis (2006), and Whitman and Jackson …

Recruitment And Retention Of Rural Special Educators, Gregory C. Zost

LC Journal of Special Education

Attracting and retaining qualified special education teachers is a problem many rural school districts are facing. Districts in rural areas suffer from a lack of qualified special education teacher candidates. Accordingly, the issue of having enough qualified special educators is not easily solved. It is not just a question of turning out enough graduates, but finding candidates that are capable of teaching and being successful in a rural setting. A partnership between school districts, colleges, and communities will provide a framework for future success. This partnership will benefit both future teachers and the rural students they serve.

Effective Instructional Practices To Prepare Secondary Students For Transitioning Into A Postsecondary Setting: A Literature Review, Jennifer Bryant

LC Journal of Special Education

The focus of this literature review will be to discuss a sample of effective instructional practices and strategies that special education practitioners can teach while still aligning with state-standards for high school students‟ successful entry and participation in a postsecondary education environment. Specific research-based learning models will be examined to emphasize the importance of these prerequisite skills for postsecondary academic demands. Some well-documented instructional approaches and curricula will be examined such as the self-regulated strategy development, Strategic Instruction Model, and Self-Determination curricula to help practitioners facilitate effective teaching practices for high school students entering the postsecondary environment. A sample of …

Mixed Methods Research In Special Education In Turkey: Learning From Researcher Experiences In Graduate Thesis, Seçil Çelik, Murat Doğan

The Qualitative Report

As a relatively young approach, mixed methods research (MMR) is a highly practical method to employ in special education due to its challenges and gains for the researchers. In this qualitative study, our aim is to explore the experiences and opinions of the researchers who completed their graduate thesis studies via MMR in special education in Turkey. We depended on hermeneutic (interpretive) phenomenological design and conducted focus group discussions with eight participants. Inductive thematic analysis has yielded four themes: (1) discovering the nature of MMR, (2) the reasons to opt for MMR, (3) the experience in conducting MMR, and (4) …

Examining California’S Title 22 Community Care Licensing Regulations: The Impact On Inclusive Preschool Settings, Aja Mckee, Audri Sandoval Gomez, Sardis Susana Rodriguez, Janice Myck-Wayne, Scott Turner, Markus Trujillo

Education Faculty Articles and Research

Access to general education preschool in California has varied for children with disabilities. One reason for the disparity of educational placement is the preschool regulations outlined in California Department of Education’s Title 22: Community Care Licensing guidelines. These regulations, particularly in preschool, support or hinder preschool inclusion. Examining the preschool section of Title 22 through document analysis resulted in identifying three major themes that embrace or deter inclusive practices: (a) language (i.e., supportive language, antiquated language, and ambiguous language); (b) training, experience, and education; and (c) staff-student ratio. California’s educational leaders should consider these results to provide opportunities for preschool …

Building Teacher Differentiation Self-Efficacy In The Classroom, Tyler Krattenmaker

Master's Theses & Capstone Projects

The practice of inclusion has allowed more students with disabilities to participate with their peers in general education classrooms than ever before. However, research findings show that in many cases, educators have low self-efficacy when it comes to their ability to serve students with disabilities within their classrooms. Studies have documented a need for professional development to target inclusion and accommodations, showing that increased training increases teacher self-efficacy in implementing students supports. With this research in mind, a school improvement plan was developed that focuses on a professional development series to increase educator self-efficacy in implementing accommodations frequently included in …

Comparing The Effects Of Phonics Instruction Provided To Students With Disabilities, Ashley Rohlf

Master's Theses & Capstone Projects

Special education teachers work each day to implement effective curricula to help students with disabilities receiving special education services reach grade-level standards. Recent research supports the need for implementing a comprehensive reading program that includes phonics instruction. With numerous curricula available, this action research seeks to inform educators of two methods of instruction that have a heavy phonics component that leads to growth in student reading skills. Two methods were evaluated: one method used multiple curricula to target all areas of a comprehensive reading program while the other method used a single curriculum that targeted all of the same areas. …

Investigating The Overrepresentation Of Ethnic Minorities In Special Education, Damien Murtagh

LC Journal of Special Education

Debates on the overrepresentation of minority students, particularly African- Americans, are not new in special education and have characterized research in this field for over three decades. Regardless of time, legislative debate and a host of research theories, this problem remains. “In general, research has supported the public concern but the picture is unclear because studies have varied so much with respect to definitions of minority representation in findings across ethnic groups and technical methods (Coutinho & Oswald, 1999, p. 66). It is on the definition of minorities, the methods used to calculate date and the identification of minority students …

Perspectives Of Students With Intellectual And/Or Developmental Disability In College Inclusion Programs On Their Preparation For Working In Competitive Integrated Employment, Eva R. Blixseth

Dissertations and Theses

Individuals with intellectual and developmental disabilities have a history of being isolated, marginalized, and excluded from employment that is competitive and integrated. Policy makers, disability advocates, and self-advocates have made efforts to center inclusive education and employment opportunities for individuals with intellectual disability. Employment is a valuable outcome for students with intellectual and developmental disabilities exiting college inclusion programs (Lee & Colleagues, 2022). However, from 2017 through 2021, not all students with intellectual and/or intellectual disability exiting college inclusion programs were employed. This is concerning as O'Brien et al. (2019) pointed out students' primary goal for completing college inclusion programs …

Reality Of Using Distance Learning With Students With Intellectual Disability From Teacher's Perspective During Corona Pandemic, Ibraheem Mohammed Alsawalem

International Journal for Research in Education

This study aimed to explore the use of distance learning with students with intellectual disability from teacher's perspectives during the corona pandemic. The study sample included 320 teachers who specialized in teaching students with intellectual disability. The study used descriptive approach and prepared a questionnaire which consisted of two sections: teachers' attitude to use distance learning and barriers of using distance learning. The study results showed that most of the sample, which constitutes 87.5%, did not use distance learning with students with intellectual disabilities during corona pandemic. The teachers showed moderate attitudes towards the use of distance learning with students …

The Use Of Interprofessional Education (Ipe) To Address Collaboration For Individualized Education Plans (Ieps): A Retrospective Study Of Occupational Therapy, Speech-Language Pathology, And Special Education Students’ Perceptions, Kristina Curro, Lisa Shooman, Sue Foo

Teaching and Learning in Communication Sciences & Disorders

The purpose of this project is to measure the effects of interprofessional education (IPE) on the perceptions of preservice professionals’ development of an Individualized Education Plan (IEP). The preservice professionals (PSPs) participants included master’s students from speech language pathology (SLP), occupational therapy (OT) and special education (SPED) programs (N = 78). The primary project goals were to examine the perceptions of the participants’ roles and knowledge on a multidisciplinary education team, their perceptions of the collaborative process, and their familiarity with the IEP development process. A mixed-methods, retrospective, cross-sectional investigation was used to obtain quantitative and qualitative outcomes. A …

Together We Go Far: Helping Doctoral Scholars Develop Collaborations In Special Education Research, Shanna E. Hirsch Ph.D., Nathan A. Stevenson Ph.D., Kaci Ellis M.Ed., Rhonda N.T. Nese Ph.D.

The Journal of Special Education Apprenticeship

Collaboration is an undeniably important part of academic work, making challenging, ambitious research possible and more efficient. Collaboration also serves as a foundation for scholarly networks of individuals with shared interests, values, and goals that support one another in many ways. In addition, collaboration is described as a critical component in recent doctoral funding calls (i.e., U.S. Department of Education, Personnel Development to Improve Services and Results for Children with Disabilities). Despite its importance, few special education scholars receive any formal guidance or training on practical, sustainable collaboration in academia. The need for a framework to support collaborations within special …

Everything Is Bigger In Texas: Including The Horrendously Inadequate Attempts At Providing Special Education And Related Services To All Children With Disabilities, Alexandria R. Booterbaugh

The Scholar: St. Mary's Law Review on Race and Social Justice

Without immediate action, the “corrections” made by the Texas legislature to meet the appropriateness requirement for special education will result in imminent peril for students with an autism spectrum disorder (ASD) as well as their parents. Tens of thousands of children fall between the cracks as a result of Texas’ illegalities and the lack of responsibility Texas’ lawmakers and Texas Education Agency (TEA) have for special education. If Texas does not fully devote itself to a significant overhaul of its special education practices, students will continue to be left behind.

Congress enacted the Individuals with Disabilities Education Act (IDEA) because …

Self-Advocacy Perceptions Of Special Education Students In The General Education Setting, Ann Anderson

Dissertations, Theses, and Projects

Self-advocacy is an important skill that all students should learn. It plays a vital role in many aspects of life at home, in school, in the community, and at work. This is especially important for special education students who have more challenges than their peers. It begins by improving communication with teachers, giving students the confidence to voice their needs, and acquiring appropriate modifications and accommodations that allow them to show their true abilities and reach their full academic potential. Students that are able to self-advocate are more likely to be more successful in school as well as later on …

Assessing Perceptions Of Disability Knowledge Of Campus Police At Inclusive Universities, Hannah Shultz

Undergraduate Honors Theses

The purpose of this study is to analyze the perception of knowledge of campus police on intellectual and developmental disabilities (I/DD), including autism, in inclusive college programs. A survey was sent to both campus police and representatives of 50 inclusive higher education programs across the United States. These questions involved perceptions of campus police knowledge, training, and the safety of students with I/DD.

Investigating The Collaboration Of Teachers Of Students With Disabilities And Teaching Assistants In The Classroom, Sa-Qwona S. Clark

Theses, Dissertations and Culminating Projects

This qualitative dissertation study examined the complex dynamics and structures (i.e., people and/or explicit/implicit classroom-, school-, and district-wide behaviors and practices and school-wide structures) that influence collaboration between teachers of students with disabilities (TOSD) and teaching assistants (TAs). Specifically, I wanted to learn: (1) What are the complex dynamics (i.e., people and/or explicit/implicit classroom-, school-, and district-wide behaviors and practices and school-wide structures) that interact to influence collaboration between teachers and teaching assistants? (1a) What role does each participant stakeholder (i.e., teacher, teaching assistant, and principal) play in those complex dynamics? (1b) How do participants develop their understandings about the …

Using The Raap Strategy To Promote Communication Skills For Students With Multiple Disabilities, Hannah Millard

Electronic Theses and Dissertations

The purpose of this study was to examine the effects of the RAAP strategy on students with multiple disabilities and their ability to produce multi-symbol messages. Using a single-case, multiple probes across participants design, 4 students with multiple disabilities participated in this study. They were taught how to answer reading comprehension questions through the RAAP strategy and access to a communication/core board.

Results indicated a functional relation between the RAAP strategy and the student’s multisymbol messages. Three of 4 students increased their multi-symbol messages and made progress with the intervention as it was planned. One student needed the intervention to …

Using Peer-Models And Aac To Increase Expressive Vocabulary In Preschool Children With Developmental Delays, Jazmine Wiles

Electronic Theses and Dissertations

The purpose of this study was to examine the effects of training peer models to implement the system of least prompts and model augmentative and alternative communication (AAC) on expressive language in children with developmental delays. Using a multiple probe across participants design, 4 students with developmental delays were trained to use a language output app on the iPad to communicate five common phrases. Results for 3 participants indicated a functional relation between the peer modeling and expressive language. One student did not complete the intervention due to excessive absences. In most cases, students increased verbal language. Two participants made …

Issue In Equity For Culturally And Linguistically Diverse Students With Complex Support Needs: A Comparative Analysis Of District-Level Student Data, Rosalia Pacheco

Special Education ETDs

Research has shown that English learners with disabilities should have access to both special education and Title III services as required by law (de Valenzuela et al., 2006, 2018, 2016, 2022; de Valenzuela & Copeland, 2018; Kangas, 2014, 2018, 2019, 2021). This quantitative study uncovers issues of educational inequities related to: (a) the identification of these students as English learners; (b) their access to Title III services; and (c) the instructional settings in which they are educated for culturally and linguistically diverse students with Autism (ASD), Developmental Delay (DD), Intellectual Disability (ID), Multiple Disabilities (MD), or Traumatic Brain Injury (TBI). …

Collaborating With Parents With Disabilities To Create Accountability In The Special Education System, Brooke Crosby, Julia Lutz-Lawlor, Kelsy Farley, Khadra Geelle

Master of Social Work Student Policy Advocacy Briefs

Minnesota is a state that prides itself on prioritizing education. As such, all school personnel must fulfill their obligation to ensure meaningful access for parents with a disability. As part of the Individuals with Disabilities Education Improvement Act (IDEA), the development of an Individualized Education Program (IEP) is required under both federal and state special education law. In the special education IEP process, parental involvement is mandated to ensure the child's best interest. Research shows parents’ involvement in their children’s education can lead to an improvement in grades, performance, literacy, attendance, and homework completion. Disabled parents must be engaged as …

Life Skills And Economics: Mrs. Shelley's Special Education Jr. High Student Experience, Shelley Douglas

IPS/BAS 495 Undergraduate Capstone Projects

The problem starts with students having a lack of skill and understanding when stepping out on their own. Teaching students skills now will help them become successful members of society. Students who learn life skills early and this will not only build self-confidence but their long term success in life.

Students in my current Jr. high do not have an understanding of basic life skills including economic skills like personal finance. I built a program to teach the lacking skills to my Jr. high students. I use Google sites, Google Classroom and other resources to support my plan. Some of …

Evidence-Based Practices And Teacher Practice, Deanna Mozingo Parish

Theses and Dissertations

The use of evidence-based practices (EBPs) by special education teachers is still inconsistent. Additionally, special education teachers often have little knowledge of high-quality indicators of research that identify specific EBPs proven effective for designated populations of students with disabilities. Teacher preparation during college programs (i.e., pre-service) and training from districts (i.e., in-service) can certainly play an important role in introducing EBPs to special education teachers. In pre-service and in-service training, observation, feedback, and coaching experiences can help to ensure the acquisition of skills and implementation of EBPs into daily teaching. In this study, I investigated special education teachers’ experiences with …

Caregiver Rights, Virtual Meetings, And The Multidisciplinary Team: Communication Of Legal Rights Within Special Education, Amber Gordon, Kurustun Musick

Theses & Honors Papers

During the COVID-19 pandemic many professional settings used virtual platforms to conduct meetings that typically took place in person. Within the United States public schools, special education programs faced unique challenges when conducting students’ Individualized Education Program (IEP) meetings. These meetings are mandatory and essential in creating an individualized plan to provide the necessary services and support for students or for monitoring their progress. As mandated through the Individuals with Disabilities Education Act (IDEA), it is a legal right of parents and/or guardians to be afforded the opportunity to attend any meetings regarding the “identification, evaluation, and educational placement” of …

How Can Educators Better Inform Parents About The Special Education Process So That They Are Empowered To Increase Their Role As Active Participants In Their Students’ Education?, Beth Ann Thibodeau

All Electronic Theses and Dissertations

The benefits of family involvement in students’ education range from academic and behavioral growth to better attendance and social skills. Parent involvement in the educational process for students with disabilities is a legal right, yet barriers to involvement result in what researchers call an untapped capacity for joint collaboration between parents and educators. This literature review sought to determine how parent involvement is defined and then identify barriers to involvement. Those barriers are addressed with research summaries of how to empower teachers to support family involvement and how to empower parents to be involved in the special education process. One …