Special Education and Teaching Commons^™

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

All Dissertations

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

Special Education Teacher Burnout Experiences: A Hermeneutic Phenomenology Study, Marisa N. Deptula

Doctoral Dissertations and Projects

The purpose of this qualitative, hermeneutic phenomenological study was to explore how special education teachers describe their burnout experiences when teaching at a special education populated school in Connecticut. The theory guiding this study was Maslach’s Burnout Inventory Theory which examines teacher burnout experiences through the three lenses of emotional exhaustion, depersonalization, and lack of personal accomplishment. Hermeneutic phenomenology explicitly focuses on the lived experience, the participant's perspective and experiences, and the researcher's opinion and knowledge on the topic (Alsaigh & Coyne 2021; Bynum & Varpio, 2017). This study was specifically looking at the experiences of special education teachers at …

Predicting School Culture From Teacher Experience And Funding: A Predictive Correlational Study, Bailey D. Keller

Doctoral Dissertations and Projects

The purpose of this quantitative, predictive correlational study is to understand how accurately the perception of school climate can be predicted from a linear combination of special education teachers’ years of teaching experience and supplemental state and federal funding allocated to teachers in the special education setting. The participants were drawn from a convenience sample of public school special education teachers located in a large school district in a southern state of the United States during the 2024-2025 school year. The setting for this research is a collection of campuses representing the work environments of the participants sampled. The My …

The Use Of Threat Assessment Protocols In K-12 Schools On Disciplinary Outcomes For Students With Disabilities, Natasha Lynn Mcdonald

Theses and Dissertations

School personnel utilize the BTAM process to investigate threats of violence made by students through identifying, assessing, and managing potentially dangerous situations. This process is not intended to be disciplinary in nature, and previous studies conducted have shown that when a BTAM model is implemented, students who make threats toward others receive fewer suspensions or other types of removal as a result of the threat; however data on threat assessment outcomes has not been conducted in South Carolina. The purpose of this study was to examine administrators' knowledge and perceptions of BTAM models and perceptions of discipline outcomes for students …

Supporting Productive Struggle Within The Special Education Classroom, Nicole Snitkey

Master's Theses & Capstone Projects

Students with significant disabilities are frequently taught using highly structured, direct instruction, often with an errorless component. While this approach can build confidence in specific tasks, it may limit opportunities for developing independent problem-solving skills. When these students are presented with unfamiliar challenges, they may experience frustration and dysregulation. This study aims to investigate what productive struggle strategies are effective in supporting students when engaging in challenging tasks while also maintaining regulation. Qualitative data was gathered utilizing field notes to determine what, if any, productive struggle strategies support students in special education through a challenging task. The results of this …

Exploring Caregiver Perspectives Of Their Transitioning Young Adults With Intellectual / Developmental Disabilities: A Qualitative Study, Sydney C. Wilkerson

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to better understand the primary caregiver’s experiences throughout the post-high school transitioning process for young adults with IDDs (Intellectual Disabilities/ or Developmental Disabilities) who attend, are about to attend or have recently participated at the after-high school transition program, Project X. This study answered the central research question: What are the primary caregiver experiences of post-secondary transitioning for young adults with intellectual or developmental disabilities (IDDs)? The theory that guided this study was the theory-of-action (TOA) to the theory-of-use (TOU), as identified by Argyris. This theory helped explain the objective of assisting …

The Functionality Of Special Education Inclusion: A Phenomenological Study Of Teachers' Perceptions Of Inclusion, Collaboration, And Co-Teaching, Steven Andre Madden

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to describe the lived experiences of educators utilizing inclusive collaborative teaching models within co-teaching environments to develop positive student academic experiences for students with disabilities and their peers without disabilities at various locations within the Long River School District (pseudonym) located in the Mid-South of the United States. The theory that guided this study was Lev Vygotsky’s sociocultural theory, which underpins the postulation that a student can learn through the help of a more knowledgeable other with the aid of the zone of proximal development, which correlates to collaborative co-teaching as a mode …

Edc 5000 Zero Textbook Cost Syllabus, Maureen Greco-Blois

Open Educational Resources

A zero-textbook-cost syllabus for EDC 5000, which focuses on special education.

Embodying Altruistic Love: The Role Of Emotions In Teaching Black Students With Disabilities Within An Inclusive Elementary School, Joshua Armentrout

Graduate Doctoral Dissertations

Teacher emotions play a pivotal yet understudied role in shaping the educational experiences of Black students with disabilities (SWDs). This study examines how five special educators in a fully inclusive elementary school understand, experience, and navigate their emotions in relation to Black SWDs. Using a qualitative approach grounded in portraiture, this study explores the intersection of race, disability, and emotion, revealing how teachers internalize, resist, and negotiate dominant ideologies within the broader educational system.

Guided by a three-dimensional space framework from the field of narrative inquiry—temporality, sociality, and spatiality—this study traces how educators’ emotions are shaped by past experiences, social …

Evaluating The Impact Of The Arkansas Inclusive Practice Initiative On Academic Outcomes For Students Transitioning From Resource Enviroments, Marian P. Kursh

ATU Theses and Dissertations 2021 - Present

ABSTRACT

EVALUATING THE IMPACT OF THE ARKANSAS INCLUSIVE PRACTICE

INITIATIVE ON ACADEMIC OUTCOMES FOR STUDENTS

TRANSITIONING FROM RESOURCE ENVIRONMENTS

Marian Patrece Craft Kursh

This quantitative study examined academic outcomes for students with disabilities

(SWD) placed in inclusive versus resource classrooms within the Crestfield School

District (CSD), focusing on standardized assessments and final course grades. Using a

causal-comparative design, the research analyzed data from 42 students with

Individualized Education Programs (IEPs) classified as Other Health Impairment (OHI)

or Specific Learning Disabilities (SLD). Academic performance was assessed using ACT

Aspire (2022), ATLAS (2023), and final course grades in math and reading. Independent …

Teachers' Experiences Implementing Reading Comprehension Strategies With Students With Autism Spectrum Disorder: A Phenomenology Study, Melissa Katherine Mcdermott

Doctoral Dissertations and Projects

This hermeneutic phenomenological study described educators' experiences implementing reading comprehension strategies with elementary school students with autism spectrum disorder (ASD) in northern Delaware. The theory guiding this study was theory of mind, which addresses higher-order cognitive skills and impairments, evoking challenges for students with ASD regarding their reading comprehension skills. This study sought to answer the following research question: “What are teachers' experiences implementing instructional strategies to develop reading comprehension skills for students with ASD?” A hermeneutic phenomenological research design was used to investigate and understand the lived experiences of 12 educators in elementary schools who provide reading comprehension instruction …

K-12 Special Education In The South: Where Are We And Where Should We Be Going?, Jack G. Walker

Honors Theses

Throughout the past century, special education has undergone significant transformation and increasing accessibility to those who need it. However, persistent challenges remain. Some of these challenges include but are not limited to teachers still challenged with job stress and paperwork overload, schools faced with lack of funding for the program, and the lack of importance seen by administration on close relationships with parents of said students. These problems can affect all involved and especially the students who deserve the best education experience they can receive. The purpose of this thesis is to look into what has gotten policymakers to where …

Investigating Perceived Emotional Support From Administrators On Alleviating Burnout Among Special Education Teachers In Southeast Texas: A Phenomenological Study, Cristina Iulia Botnari

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to investigate perceived emotional support from administrators in alleviating burnout for secondary special education teachers from suburban and urban high schools across southeast Texas. This study, guided by teacher performance-motivation theory (TP-M theory) and coping-competence-context theory (3C theory), provided a framework to explore the central research question: What are the lived experiences of special education teachers regarding the emotional support extended by administrators within their school environments? Using a transcendental phenomenological approach, this study gathered data from three main sources: individual interviews, focus groups, and document analysis. The analysis process incorporated transcendental …

Teacher Learning Communities: A Qualitative Case Study Of Professional Development In Special Education, Tiffany D. Rowland

Doctoral Dissertations and Projects

The purpose of this qualitative case study was to discover the collaboration in teacher learning communities (TLCs) to support the growth of students with disabilities for special education teachers at a middle school in South Georgia. The theory guiding this study was Vygotsky’s social constructivism theory as it strongly emphasizes the social nature of learning and the influence of cultural context. Individuals construct knowledge through interactions with others, and the cultural environment within TLCs significantly influences professional development. This study employed a single case study design to explore how 10 special education professionals collaborate within TLCs to promote inclusive learning …

Preservice Teacher Preparedness To Teach In The Inclusive Classroom Setting: A Hermeneutical Phenomenological Study, Jessica Malter

Doctoral Dissertations and Projects

The purpose of this hermeneutical phenomenological study was to understand how teacher preparation programs provided experiences with inclusive practice coursework for novice (no more than three years of experience) special education and general education teachers working with students with disabilities in the inclusive classroom setting at K-12 schools in Southwestern Missouri. The theory guiding this study was the Self-determination Theory (SDT) by Edward Deci and Richard Ryan, as it focused on the social conditions that could allow for or hinder the flourishing of an individual. The central research question guiding this study was: How have teacher preparation programs provided experiences …

Reading Between The Lines: Examining The Literacy Preparation And Classroom Realities Of Teachers Of Color, Dr. Cathy D. Kea, Fanica Young, Joy Banks, Annette Teasdell

Reading Horizons: A Journal of Literacy and Language Arts

This study examines the importance of literacy preparation in educator preparation programs (EPPs). Specifically, the authors examine the need to merge literacy practices with culturally responsive and sustaining pedagogies to increase reading outcomes for diverse students with disabilities. This article reports on a survey that was distributed to 18 dually prepared teachers of color to explore their collective literacy preparation experiences. The participants were graduates of a Historically Black College and University (HBCU). The findings indicate that regardless of the institution’s location, EPPs, including those at HBCUs, should be intentional about addressing topics related to diversity. For early career educators …

The Impact Of Workload On Special Education Teachers' Effectiveness, Haley Jacobsen

Master's Theses & Capstone Projects

This inquiry-based research study explores the impact of workload, specifically, special education caseload size, on teacher effectiveness and student outcomes. Utilizing survey data from approximately 190 special education teachers across Iowa, the study investigates how the number of IEP goals, hours worked outside of contract time, and emotional stress levels affect goal attainment, job satisfaction, and instructional quality. Results revealed that most teachers monitor over 20 IEP goals at a time, yet more than two-thirds reported meeting less than 25% of those goals. Despite high levels of self-reported confidence, over 60% of respondents indicated feeling overwhelmed "often" or "always." Notably, …

A Mixed Methods Design-Based Study Of Effective Supports Provided By School Administrators To Increase Trust Among Special Education Staff, Margaret Dyer

Dissertations

The scholar-practitioner used a mixed-methods design-based study to address the problem of increased teacher attrition in the field of special education. The problem was an urgent issue within the schools the scholar-practitioner supervised as the special education coordinator. The symptoms the scholar-practitioner observed within the problem of practice were a lack of collegiality among staff. The behaviors observed demonstrated that special education teachers were visibly stressed. Due to the critical importance of quality teaching on student success, the scholar-practitioner believed the problem of increased attrition among special educators was urgent. The study took place in St. Louis County, Missouri, where …

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

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

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

Effects Of Interactive And Hands-On Learning Experience Of Assistive Technology On Students' Perspectives And Knowledge, Jiyeon Park, Michelle A. Gremp, Mikyung Shin

Faculty Publications - College of Education

This quasi-experimental study assessed knowledge and perspectives on assistive technology among 114 undergraduates in a Special Education course. The experimental group were provided hands-on, interactive learning experiences in class; after the instruction, they showed significantly greater knowledge gains and more positive perspectives compared to the control group, which received traditional instruction.

This presentation was delivered at the CEC 2025 Special Education Convention & Expo in Baltimore, MD.

A Transcendental Phenomenological Study Of The Lived Experiences Of Special Educators Working In A Juvenile Detention Center, Karli M. Piskurich

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the lived experiences of special educators working in a juvenile detention facility, and their perceptions of the relation of juveniles with disabilities to recidivism. Gardner’s theory of multiple intelligences guided this study, as it allows educators to provide differentiated and individualized instruction to incarcerated youth with disabilities. A secondary theory used was Skinner’s behaviorist theory, as educators of students with disabilities implement various behavioral strategies pertaining to the students’ needs. With respect to the purpose and theories, the central research question that guided this study was, “What are educators’ experiences …

Public Elementary School Administrators' Perceptions Of The Systemic Factors That Relate To The Implementation Of Inclusive Education Within Their Schools, Sarah L. Mitchell

Doctor of Education Program Dissertations

This qualitative transcendental phenomenological study explored the lived experiences of public elementary school administrators in Washington state and their perceptions of the systemic factors that relate to the implementation of inclusive education within their schools. Inclusive education was defined as the placement of students with and without disabilities into general education classes to create inclusive communities, in which no differentiation is made between students with and without disabilities (Heyder et al., 2020). Systems theory was used as a theoretical framework to examine existing literature on factors that relate to inclusive education as well as to analyze data from semi-structured interviews …

The Level Of Special And General Education Teachers’ Knowledge And Practice Of Mnemonic Strategies And Its Impact On Educating Kuwaiti Students With Special Needs, Zaid Al-Shammari

International Journal for Research in Education

This study seeks to assess the level of special and general education teachers’ knowledge and practice of mnemonic strategies, and its impact on educating students with special needs in public education schools in Kuwait; and whether it differs according to the demographic variables. A sample of 161 female teachers from the public elementary education schools selected. A questionnaire of 18 items distributed into three categories (Special and general education teachers’ knowledge of mnemonic strategies, practice of mnemonic strategies, and its impact in improving the education of students with special education needs) was developed. Results showed the level of special and …

Making Science-Inquiry Learning Accessible For Students With Complex Support Needs, Sarah Koebley, Shawnee Wakeman, Lindsay Ruhter, David Pugalee, Meagan Karvonen

Journal of Science Education for Students with Disabilities

Inquiry learning through engagement with scientific practices has proven to be an effective instructional practice for general education students. Although students with complex support needs (CSN) are required to have access to the same grade-appropriate academic content in science as their peers without CSN, it remains a challenge for special education teachers to design instruction around student inquiry and science conceptual understanding. The 5E Science Education for Special Educators (5E-SESE) Model combines three well-established conceptual constructs (three-dimensional science standards, Universal Design for Learning [UDL], and the 5E Model) to support special educators in delivering quality science instruction. With the 5E …

No Sugar-Coating: Advice For Future Teachers Of Students With Behavioral Challenges, Carolyn C. Mitchell, Steven J. Kenis, Tracy Gershwin

Journal of Educational Research and Innovation

Many special education teacher preparation programs overlook behavior-based instruction, leaving teachers ill-prepared for students with challenging behaviors. This qualitative study interviewed special education teachers to explore their experiences acquiring behavioral knowledge and managing challenging behaviors. Results highlighted the necessity for targeted preparation and continuous professional development, reliance on peer support, utilization of proactive behavioral interventions, and specific advice for future educators. The implications for practice underscore the importance of enhancing teacher education in behavior management while suggesting avenues for further research to address this critical need in special education training.

Effective Individualized Services By Case Managers Of Special Education Students At The Secondary Level, David Allan Wenell

All Electronic Theses and Dissertations

Special education case managers in secondary education may need to utilize check-ins as a service for students. While students should be kept in the least restrictive environment, their needs sometimes necessitate services outside the general education classroom setting. A check-in offers an opportunity for case managers to build positive relationships with their students while providing time to work on student-specific deficits that may not be addressable in the secondary classroom. Special education students across multiple disabilities sometimes have deficits in executive functioning skills and/or social, emotional, and behavioral skills. These may be best addressed briefly at a weekly or monthly …

Effective Reading Comprehension Strategies For Secondary Students With Disabilities In The General Education Setting, Karlie N. Groves

All Electronic Theses and Dissertations

Concern regarding the quality of reading instruction continues to be a topic addressed by researchers, educators, administrators, and policymakers. Historically, there have been many avenues reported to teach reading comprehension skills. This study reviews researched-based strategies for secondary students with reading deficits in the general education setting; specifically, students who receive special education services and participate in general education courses. To make progress in reading skills and have access to general education content, students benefit from explicit reading comprehension that includes vocabulary, pre-reading, active reading, and post-reading strategies. This information equips educators and educational staff with research-based strategies, tools, and …

A Comprehensive Accommodations Model In The Catholic School Inclusive Context, David Scanlon, Drina Kei Yatsu

Journal of Catholic Education

While Catholic schools have a mission of inclusivity, they are often challenged to support students who may have disabilities. A significant cause of their challenge is lacking a special education infrastructure. Classroom accommodations are a primary form of supporting students with disabilities, and others, who struggle in the classroom. Catholic high school educators collaborated with special education researchers in a research project involving collaborative action research to identify and validate an accommodations model specific to the Catholic secondary school context. The model includes three phases—Preparation, Provision, and Evaluation—as well as features such as redundant services, a dedicated learning specialist, and …

Student Behavior In The Special Education Setting, Ashley Ila Gilbertson

All Electronic Theses and Dissertations

The implementation of positive reinforcement in special education settings plays a crucial role in shaping and modifying student behavior. This approach involves rewarding desired behaviors, thereby increasing the likelihood of their recurrence. Research indicates that positive reinforcement not only enhances academic performance but also fosters social skills and emotional well-being among students with diverse needs. By providing immediate, specific feedback and rewards, educators can create a supportive environment that encourages engagement and participation. Furthermore, positive reinforcement helps build self-esteem, as students experience success through consistent acknowledgment of their achievements. Overall, the strategic use of positive reinforcement proves to be an …

The Virginia Consortium For Teacher Preparation In Blindness And Vision Impairment: Program Overview And Structure, Kimberly Avila, Justin A. Haegele, Annemarie L. Horn, Katelyn Makovec

Human Movement Studies & Special Education Faculty Publications

The Virginia Consortium for Teacher Preparation in Blindness and Vision Impairment (VI Consortium) is a collaborative personnel preparation program consisting of George Mason University (Mason), Old Dominion University (ODU), and Radford University (RU). Funded by a grant from the Virginia Department of Education (VDOE), the VI Consortium trains teachers to work with students who are blind and visually impaired as teachers of students with visual impairments (TSVIs) across the Commonwealth of Virginia. Each of our partner universities recruits, advises, enrolls, and confers degrees for teacher candidates. Mason serves as the primary institution, coordinating grants, awarding sub-contracts, developing and leading courses, …