Special Education and Teaching Commons^™

Evaluating The Implementation And Effectiveness Of The Tiered Support Model For Students With Additional Learning Needs Within Adek’S Inclusion Policy Framework, Siham Mohamed Ahmed

Thesis/ Dissertation Defenses

This study examines the implementation and efficacy of the tiered model of support for students with additional learning needs in the UAE, in line with ADEK’s inclusion policy. The model relies on accurate identification of students, effective teacher intervention, and collaboration with parents to ensure positive learning outcomes. The study aims to evaluate the practical application of this model by assessing the validity and reliability of commonly used identification tools, such as MAP and CAT4, examining teacher preparedness, training, and progress monitoring strategies, and exploring school administrators’ perspectives on the system’s effectiveness. Using a mixed-methods approach combining assessment data analysis, …

United In Preparing The Prepared: Insights From The 2024 State Of The Special Education Profession Survey For Higher Education, Jennifer J. Lesh, Mary Lynn Boscardin, Julie Bost

Faculty and Staff Publications & Presentations

Dr. Jennifer Lesh, associate professor in the College of Education and 2020 past president of the Council for Exceptional Children (CEC), joined 2019 former president Mary Lynn Boscardin and current president Julie Bost. Together, they presented their findings from the 2024 State of the Special Education Profession Survey at the CEC Teacher Education Division conference. Their session, "United in Preparing the Prepared," highlighted urgent challenges and opportunities in higher education teacher preparation programs for special education professionals.

Lesh, also a co-chair of the survey design team, shared responses from 238 higher education faculty nationwide. Key findings revealed concerns in educator …

Investigating The Relationship Between Noun Classes And Plant Folk Taxonomy In Chasu Language Of Kilimanjaro Region In Tanzania, Peter Rabson Mziray

Journal of Humanities and Social Sciences

The current study investigates the relationship between noun classes and plant folk taxonomy in Chasu (G 22). The study focuses on two objectives: the first objective is to describe the plant folk taxonomy in Chasu and the second objective is to determine the relationship between noun classes and plant folk taxonomy in Chasu. Data were collected from rural villages in Same and Mwanga districts by using free listing, field interviews (jungle-walk-and-identify), and written texts containing Chasu plant names. The findings reveal that Chasu folk taxonomy reflects different ethnobotanical categories; including a unique beginner which is mmea/mimea ‘plant(s)’, and three life …

Breaking The Cycle: A Teacher And Mother’S Examination Of Multi-Tiered Systems Of Support, Jessica Hinton

USF Tampa Graduate Theses and Dissertations

The 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA) included Response to Intervention (RTI) as an option for determining eligibility for learning disabilities. However, there is no required structure to follow for RTI implementation. This lack of guidance leads to a lack of clarity in implementation at district and site levels. Many states use RTI as the primary indicator of whether a student needs special education services for a learning disability. RTI is a model for delivery of Multi-Tiered Systems of Support (MTSS). The terms RTI and MTSS are often used interchangeably. For clarity, I use MTSS-RTI to …

The Relationship Between Perceived And Actual Knowledge Of Multi-Tiered Systems Of Support/Response To Intervention (Mtss/Rti) In Middle School Principals In Florida, Susan L. Sanger-Miller

USF Tampa Graduate Theses and Dissertations

Principals play a crucial role in implementing MTSS/RtI (Multi-Tiered Systems of Support/Response to Intervention), yet little is known about their understanding of the RtI component. This quantitative survey examined Florida middle school principals’ actual and perceived knowledge of MTSS/RtI, as well as how training and demographic factors—such as special education certification, education level, Title I status, administrative experience during rollout years (2006–2010), district training hours, and college coursework—relate to that knowledge. Data from 54 principals were collected through perception scales, training background, and knowledge-based questions. Results showed principals rated their perceived knowledge higher than their actual knowledge, with a moderate …

Recruitment, Retention, And Attrition Of Special Education Teachers At Title 1 Schools: How Administrators Perceive Their Role, Sherry Jane S.

USF Tampa Graduate Theses and Dissertations

The United States needs more special education teachers. Although this shortage affects many schools nationwide, the effects can be particularly harmful at Title 1 schools. Although there is a large body of literature on teacher attrition and retention, enlarging it focuses on teachers' viewpoints. Through semi-structured interviews, this research examines the perceptions of school administrators at Title 1 schools about their role in the recruitment, attrition, and retention of special education teachers. The context of the research is one large district in central Florida

Exploring Perceptions Of High School Paraprofessionals Regarding Training On The Use Of Prompts When Implementing Transition Plans For High School Students With Autism Spectrum Disorder, Candace Galvez

Doctor of Education Program Dissertations

Paraprofessionals often assist teachers in providing instruction to students with autism spectrum disorder (ASD) and require training to help students achieve the goal of independence (Ledford et al., 2018). However, there is a lack of quality training among paraprofessionals when implementing evidence-based teaching practices (Jones & Zarcone, 2014). The problem explored is the lack of quality training paraprofessionals receive in the use of prompts when they implement transition plans for students with ASD (Brock, 2022). The purpose of this qualitative phenomenological study was to explore the lived experiences of high school paraprofessionals in New Jersey state-approved private schools related to …

Beyond Community To Collective Care: Reimagining Inclusion For Rural Students With Disabilities, Y. Radeen Yang, Katie M. Mccabe, Sarah Bubash, Carlyn Mueller

The Rural Educator

This conceptual piece examines how prevailing notions of community in rural schools influence inclusive education practices for students with disabilities. While rural communities often emphasize care and belonging, these values can mask exclusionary practices when inclusion is treated as sameness or is assumed rather than actively cultivated. We explore how disability is acknowledged or overlooked within rural community traditions and how these dynamics sustain outdated models of special education service delivery and reinforce exclusionary practices. To reframe inclusion as a collective and relational practice, we introduce a care-based framework rooted in three interrelated components: mattering, interdependence, and accountability. Informed by …

Implementation Of High-Leverage Practices In Special Education By Teachers Of Students With Disabilities, Norah Shafe Aldosiry Dr.

International Journal for Research in Education

Using a sample of special education teachers (n=339), this study investigated how current special education teachers implement high-leverage practices with students with disabilities and identify the most- and least-implemented practices. This study also used regression analysis to determine if factors such as years of experience, disability category, school level, and caseload can predict the level of implementation. The study used an instrument containing 22 high-leverage practices that were updated in 2024 by the Council for Exceptional Children and the CEEDAR. The findings show that low-to-medium levels of implementation of the 22 practices. The most frequently implemented practices were establishing an …

It Shouldn’T Be About Where They Sit, But About Where They Can Succeed: A Pilot Study About Teachers’ Experiences With Lre In A Rural Middle School, Angela D. Norris, Silvia Correa-Torres, Heather Tellier

Journal of Educational Research and Innovation

One of the key principles of the Individuals with Disabilities Education Act (IDEA, 2004) is to ensure that students with disabilities receive quality education with their non-disabled peers in the Least Restrictive Environment (LRE). Teachers are pivotal in fostering inclusive classrooms, yet rural schools face challenges in resource allocation, professional development, and recruitment and retention of qualified teachers and other personnel, making implementing inclusion and the LRE principle difficult. Research indicates rural educators feel ill-prepared to implement inclusive practices due to a lack of knowledge, limited resources, and specialized skills to support students who have disabilities. The purpose of this …

Pre-Service Teacher Perceptions Of Preparedness: Collaboration With Diverse Families Of Children With Disabilities, Guofeng Shen, Sandy Bowen

Journal of Educational Research and Innovation

Collaboration between educators and families is a critical issue in the field of education. This topic becomes even more salient when working with culturally, linguistically, or economically diverse families of children with disabilities. Both research and practice have shown that many educators enter the profession without adequate preparation for this aspect of their role. This study examined pre-service teachers' attitudes, comfort level and perceived preparedness to collaborate with diverse families of children with disabilities while completing their university teacher preparation programs. A total of 159 pre-service teachers representing 40 institutions completed an online survey addressing this topic. Results indicated a) …

An Exploration Of Massachusetts Public Middle School Teachers’ Perceptions Of School-Based Professional Development For Implementing Response To Intervention, Kristina M. Hollender

Doctor of Education Program Dissertations

The purpose of this qualitative phenomenological study was to explore Massachusetts public middle school teachers’ perceptions of school-based professional development (PD) for implementing Response to Intervention (RtI). This study examined how teachers experienced PD in relation to RtI implementation, including its relevance, structure, and ongoing support. The research was grounded in Knowles’ (1984) adult learning theory, which emphasizes the importance of learner-centered, problem-based, and immediately applicable professional learning for adults. A review of the literature revealed ongoing challenges in the effectiveness of PD to support RtI practices at the middle school level, particularly in areas such as sustained support, teacher …

Exploring How Collaboration Between General And Special Education Teachers Affects Self-Efficacy When Teaching Students Diagnosed With Emotional Disabilities In The Inclusive Classroom: A Qualitative Case Study, Liza K. Hyde

Doctoral Dissertations and Projects

The purpose of this case study was to explore the self-efficacy of general education and special education teachers at XYZ school district. The theory guiding this study was Bandura’s self-efficacy theory. The central research question was: How does collaboration between general and special education teachers affect their self-efficacy when working with students with emotional disabilities? This qualitative case study explored general and special education teachers’ real-life experiences while collaborating and teaching students with emotional disabilities in the secondary inclusive classroom. The total number of participants (10) were interviewed, allowed to collaborate in focus groups, and completed a reflective letter writing …

A Phenomenological Study Of Transition Services And Self-Advocacy For The Visually Impaired, Catherine S. Holloway

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to discover the self-advocacy skills used in transition services for visually impaired (VI) students who graduated from a public school in the southeastern United States. Bandura’s social cognitive theory expands on the importance of self-efficacy. It highlights the self-advocacy skills utilized to empower VI individuals to achieve goals and progress in post-secondary employment or education. The description of VI students’ self-advocacy experiences expanded on the exploratory nature of transition services and how they impacted VI students’ self-advocacy. The study used a hermeneutical phenomenological approach to the lived experiences of VI students from G …

Teaching Swimming To Children With Disabilities: A Qualitative Analysis Of Swim Instructorstea, Stephanie S. Garcia-Hidalgo, Martin E. Block

International Journal of Aquatic Research and Education

When teaching children with disabilities, swim instructors need to be able to assess the unique strengths and needs of each child to determine modifications needed to instruction, equipment, and the setting and then be flexible enough to make changes in real-time to ensure success for the child. Unfortunately, many swim instructors only work seasonally and have the occasional child with a disability, and as a result are likely to have limited training and experiences with children with disabilities. The purpose of this pilot qualitative study is to examine backgrounds, training, and experiences of six swim instructors who work with children …

Embedding Social And Emotional Learning Into Educator Preparation Programs: An Alternative Certification Perspective, Valerie Flanagan, Lisa Fulks, Wanetta Morrow

Journal of Educational Research and Practice

This study discusses the impact of integrating social and emotional learning (SEL) curriculum into alternative certification educator preparation programs (EPPs), in response to prior research indicating the lack of SEL strategies in schools. It offers a review of educator preparation students’ thoughts concerning SEL implementation, as well as their selection of and reflection upon embedding SEL skills into lessons. Participants serving as teachers of record during their coursework reported positive outcomes in the classroom resulting from lessons including SEL content. Given the increasing importance of SEL in addressing students’ diverse developmental, behavioral, and academic needs, preparation for educators must go …

Revisiting Least Restrictive Environment In Adapted Physical Education: A Framework For Evidence-Based Practice, Dillon R. Martinez, Samantha Charron

Essays in Education

This article addresses the implementation of Least Restrictive Environment (LRE) principles in adapted physical education. Despite the legal mandates established by the Individuals with Disabilities Education Act, the field faces significant challenges, including a shortage of qualified professionals, overemphasis on universal inclusion, and the exclusion of student voices from placement decisions. Through analysis of historical context, implementation challenges, and a proposed Student-Centered APE Placement Model (SCAPM), this article provides a preliminary framework for making evidence-based placement decisions that prioritize student success. By integrating perspectives from a preservice teacher education candidate and current higher education practice, the framework offers practitioners a …

Speech-Language Pathologists' Perceptions When Supporting Students With Dyslexia, Heather Tellier

Special Education Faculty Publications

This study explored the experiences of New Jersey speech-language pathologists (SLPs) as they support students with dyslexia in public schools. Given the state’s long-standing emphasis on dyslexia awareness and training, this research examined how contextual factors, collaboration, and professional preparation influence the roles of SLPs. Insights from interviews, journal reflections, and focus groups offer guidance for refining SLP practices, informing higher education curricula, and shaping policies to better support students with dyslexia.

Supporting School Administrators’ Knowledge Of The Idea: What Do They Know And What Do They Think, Rachel Renae Garrison

Theses and Dissertations

School level administrators play a critical role in the implementation of obligations set forth by the Individuals with Disabilities Education Act (IDEA) in their schools. To implement these obligations administrators, need to know and understand the IDEA. Researchers have shown that administrators often graduate from their principal preparation programs with little to no instruction in special education law, often leaving them feeling unprepared. The research that has been done into administrator knowledge of the IDEA has shown mixed results in levels of knowledge across different areas. Researchers have also found inconsistencies in administrators’ reported perceptions of their knowledge when compared …

The Determination And Impact Of Placement For Students With Developmental Delays, Christine E. Rogers

Master's Theses & Capstone Projects

Prior studies have demonstrated the benefits of increased time spent in the general education environments for students with disabilities. However, the literature lacks information specific to students who qualify under the Developmental Delay (DD) category. Therefore, this study examined the processes for how student placements are determined and implemented, as well as the impacts that various placements have on students with DD. This study utilized quantitative data from eight students’ Individualized Education Programs (IEPs) and Measures of Academic Progress (MAP) assessment scores. Qualitative data were collected from school personnel focus groups and school social worker and case manager questionnaires. The …

Improving Reading Comprehension In Secondary Students, Christina Baggett

Master's Theses & Capstone Projects

Secondary students who persistently read below grade level present a significant challenge for educators, with 69% of eighth-grade students unable to derive meaning from grade-level text according to the National Assessment of Educational Progress. Despite implementing tier 1, 2, and 3 reading interventions, many students continue to struggle with reading comprehension. This study aimed to identify the effectiveness of implementing reciprocal teaching to improve reading comprehension among secondary students reading below grade level. Based on a literature review examining reciprocal teaching efficacy, reading intervention strategies, and factors affecting comprehension, a quasi-experimental intervention was conducted with seven high school students in …

Collaboration And Inclusive Practices Between General And Special Education Teachers, Paige Crooks

Master's Theses & Capstone Projects

This practitioner inquiry examined how meaningful collaboration between general and special education teachers influences instructional practices and student outcomes in inclusive classrooms. The study was conducted in a fifth–sixth grade intermediate school and utilized surveys, observations, interviews, reflection journals, and descriptive student assessment snapshots to explore teacher experiences and instructional patterns. Findings revealed that teachers highly valued collaboration but lacked consistent structures, such as protected planning time, clear expectations, and defined co-teaching roles, to support sustained collaborative practice. When collaborative routines were present, instructional delivery was more coherent, student engagement increased, and teachers reported greater clarity in role-sharing and shared …

Determining If Trauma-Informed Practices Improve Behavioral, Academic, And Social-Emotional Outcomes For Students, Paige M.K. Newman

Master's Theses & Capstone Projects

This capstone project explores the impact of trauma-informed practices (TIP) on middle school students’ academic achievement, social-emotional development, and behavioral growth. Grounded in the understanding that adverse childhood experiences can significantly shape learning and behavior, the study investigates how intentional, school-wide trauma-responsive strategies support student success. Using a mixed-methods design, data were collected through classroom observations, academic performance measures, and social-emotional/behavioral screening tools, complemented by teacher and student surveys. Findings highlight positive correlations between consistent implementation of TIP and improvements in student engagement, emotional regulation, and on-task behavior, as well as modest but meaningful gains in academic outcomes. The project …

Improving Teacher Expectations For Students With Disabilities, Noah Kullmann

Master's Theses & Capstone Projects

Disability labels for students are indicators that are made known to classroom teachers before the beginning of the year and have the possibility to impact what a teacher might expect from a specific student. The purpose of this study was to better understand how disability labels impact the expectations that teachers have for students, and how providing training to teachers by informing them about the characteristics of a disability or research-based practices to use when teaching students with a specific disability impacts their initial expectations. The researcher administered five different surveys to a group of 31 high school and middle …

Trauma-Informed Practices At Lake Mills Community School, Rebecca R. May

Master's Theses & Capstone Projects

t is important to know what the staff at Lake Mills Community School (LMCS) understands about childhood trauma, how it affects student success, how to best meet the needs of students who have trauma history, and how willing staff are to participate in trauma-informed professional development. To gain more insight on the matter, a survey was conducted among the entire LMCS staff including certified teachers, paraprofessionals, administration, and auxiliary staff. The entire staff was selected because the small size of the district allows interaction between all staff and students. Of the 105 staff members, 45 members (43%) completed the first …

The Effectiveness Of Visual Schedules In Fostering Self-Regulation Among Middle Schoolers With Adhd, Autism, And Other Learning Disabilities, Triston Rew

Master's Theses & Capstone Projects

This paper explores the effectiveness of visual schedules in supporting self-regulation and on-task behavior among middle and high school students with autism spectrum disorder (ASD) and attention-deficit/hyperactivity disorder (ADHD). Visual schedules are evidence-based tools that provide structured, predictable routines and help students transition between activities with reduced anxiety. A review of current research highlights their impact on increasing independence, reducing problem behaviors, and fostering engagement in both general and special education settings. The paper discusses studies that demonstrate measurable improvements in student outcomes, including reduced transition time and increased task completion. Additionally, teacher perceptions of visual schedules are examined, with …

Closing The Gap Between Students With And Without Individualized Education Plans, Mikayla Herron

Master's Theses & Capstone Projects

The achievement gap between students with and without individualized education programs continues to be a concern in early childhood education. Finding strategies and interventions that help narrow this gap is important, especially when children are young and the gap is still relatively small. This inquiry-based research study explored the use of the AI tool Buddy.ai to determine whether it could support preschool-aged students with IEPs in improving early learning skills. The study also considered general education teachers’ experiences working to close the achievement gap in inclusive classrooms. A mixed-methods approach was used. Quantitative data were collected through pre- and post-assessments, …

Increasing Play Opportunities To Improve Development And Health For Children, Kallie S. Ellis, Wendy Tremaine, Emily Bush

Fall 2025 OTD Capstone Symposium

Children with disabilities often experience reduced opportunities for meaningful peer play, which can negatively influence their physical, cognitive, and social-emotional development. Early childhood environments play a critical role in supporting inclusive participation, yet many barriers—physical, social, and environmental—limit access to developmentally rich play throughout the school day. The purpose of this capstone project was to develop, implement, and evaluate a Tier-1, school-based program designed to increase meaningful play opportunities for preschool children ages 3–6, with and without disabilities.

A needs assessment was conducted with teachers and parents to identify developmental concerns and participation barriers related to fine motor, gross motor, …

Assessing Cognitive Abilities In Students With Hearing Loss And Specific Learning Disabilities, Pooja Gupta, Corinna V. Cole, William H. Blackwell

Journal of Human Services: Training, Research, and Practice

This literature review synthesizes approximately 30 years of research on students from kindergarten through 12th grade with hearing impairments who are suspected of having a specific learning disability (SLD). Assessing SLDs in these students presents significant challenges, particularly when evaluating cognitive abilities using the Cattell-Horn-Carroll (CHC) theory of intelligence. This theory encompasses seven broad cognitive domains that influence academic success in reading, mathematics, and writing, including crystallized intelligence, fluid and sequential reasoning, long-term and short-term memory, visual processing, auditory processing, and processing speed. Since auditory processing is inherently affected in students with hearing impairments, this review excludes it from discussion. …

Professor Perspectives: Inclusion Of Students With An Intellectual Disability In Transition Programming On A College Campus, Melissa Jane Massey

Electronic Theses and Dissertations

Students with intellectual disabilities (ID) are often unemployed or underemployed compared to students who do not have ID. Transition or postsecondary programming for students with ID has increased in recent years in response to the U.S. federal requirement for special education professionals to complete transition plans before students turn 16. The requirement for transition planning in Texas is age 14, and the ARD committee including the student and parent come together to develop goals for future planning. Transition plans include information on future employment, future independent living skills, and agency connections that students with ID may need to access to …