Special Education and Teaching Commons^™

Differentiating Instruction Through Math Stations And Literacy Centers, Olivia Bates

Faculty Curated Undergraduate Works

Differentiating instruction based on students’ readiness, interests, and learning profiles is essential for creating effective and meaningful learning activities. Identifying these characteristics allows teachers to meet students’ needs and engage them in learning. By differentiating instruction, educators target specific students’ strengths and challenges in developing lessons to support their understanding of content. Two useful strategies for differentiating math and literacy instruction include stations and centers. In stations and centers, students work on specific skills catered to their educational needs while rotating activities in flexible groups. This guide supports teachers in identifying strategies and understanding the benefits of differentiating math and …

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Journal of Science Education for Students with Disabilities

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Journal of Science Education for Students with Disabilities (JSESD)

The Journal of Science Education for Students with Disabilities is a multi-disciplinary, peer-reviewed journal with an international focus on providing information on science education for students with varying types and levels of disabilities. We aspire to publish the best of theoretical research and practical application and we review articles by both special and general educators. Interesting topics have included innovative curricular ideas, instructional adaptations, research-based modifications, best practices, and management issues in science education.

Copyright Statement

Journal of Science Education for Students with Disabilities

Publication rights to works is granted to Journal of Science Education for Students with Disabilities, however, full copyright for works published in this journal is retained by the author(s). The author(s) may post their works online in an institutional repository, on their University departmental website, or on their own personal websites

A Comparative Study Of Three Approaches For Enhancing Teaching Knowledge Of Dyslexia, Kayla Steltenkamp

Graduate Theses, Dissertations, and Capstones

Teachers are the foundational component of the education system. Annually, they are required to engage in professional development opportunities to expand their knowledge. Since 1985 there has been a profusion of legislative attention to the reading disability dyslexia. Included in legislation is the mandate for teacher training, but there is a lack of research on effective professional development to increase teacher knowledge of dyslexia. This study compared three models of professional development to assess their efficacy in increasing declarative knowledge of dyslexia for elementary general education teachers. The results indicated that the use of simulation training alone was less effective …

The Impact Of Short-Term International Volunteers On The Capacity Development Of A School For Students With Disabilities In The Caribbean, Edwin L. Blanton Iii

Theses & Dissertations

This qualitative study contributes to the field of international volunteerism by giving insight into the impact of short-term international volunteerism on the capacity development of a school for students with disabilities in the Caribbean. In the United States over one million people volunteer abroad annually, with 70-80% of these volunteers serving eight weeks or less (Lough, 2010). However, whether the international volunteers are having an impact on the capacity development of the population served remains to be seen. This study focused on an aspect of short-term international volunteerism that has largely been ignored – how short-term international volunteers impact the …

Acquisition Of Picture Exchange-Based Vs. Signed Mands And Implications To Teach Functional Communication Skills To Children With Autism, Sang S. Nam Ph.D, Young S. Hwang Ph.D

The Journal of Special Education Apprenticeship

A literature review was conducted to describes important concepts involved in functional analysis of verbal behavior as well as to evaluates empirical research findings on acquisition of picture exchange-based vs. signed mands to suggest instructional implications for teachers and therapists to teach functional communication skills to children with autism. Research findings indicate that children with autism acquire picture exchange responses to mand for reinforcing items more easily and rapidly than signed responses. There is also a strong relation between motor imitation, matching skills and sign language acquisition. It is suggested that both motor imitation and matching skills be examined to …

Our Students’ Minds Matter: Integrating Mindfulness Practices Into Special Education Classrooms, Danielle Magaldi Ph.D., Jennie Park-Taylor Ph.D.

The Journal of Special Education Apprenticeship

This article explores the usefulness of mindfulness practices in special education classrooms. Mindfulness is defined as the ability to regulate and control one’s attention with an orientation toward the present moment. Mindfulness practices of breathing, imagery, movement, reflection, and acceptance exercises are described along with research on the social, behavioral, and attentional effects following mindfulness interventions. The article concludes with practical considerations for special educators considering implementing mindfulness practices into curriculum, along with future directions for mindfulness in the field of special education.

An Alternative Program To Help Special Education Students Transition Back Into High School: A Program Evaluation, Janine E. Gruhn

Dissertations

This program evaluation examines the effectiveness of transitioning students from an alternative program (O’PLUS) back to a general high school setting. Research on effective alternative high schools for students with disabilities includes five components: broad academic courses, support structures that can be customized to a student’s needs, student-felt connection to the school and built in motivation, a caring adult community, and responsive school leadership (Brigharm, et. al. 2006). Students lacking these key components in an alternative setting often do not transition well, or at all, back into the high school general education environment. In this program evaluation it was found …

The Impact Of Procedural Compliance To The Individualized Education Program Document On Student Achievement And Academic Benchmarks, Christine Robertson

Dissertations

Currently, the practice of special education service delivery is undergoing a transformation. This transformation is largely due to the United State Department of Education Office of Special Education’s current framework of “results driven accountability” for the determination of program effectiveness (USDOE, 2011). Since the inception of the Individuals with Disabilities Education Act (IDEA) more than 40 years ago, students with disabilities have been provided increasing access to general educational programs and curriculum. Academic outcomes for those same students, however, have not improved, and the achievement gap between students with and without disabilities continues to widen when measured on national and …

Benefits Of Therapeutic Recreation For Young Adults With Special Needs, Summer L. Esseff

Capstone Projects and Master's Theses

There are many benefits of therapeutic recreations; however, due to the lack of knowledge about the organizations and services available, many young adults with special needs are not able to fully participate within the community. The purpose of this project is to discover those benefits specifically for people who have special needs. Through a vast literature review and several interviews among local therapeutic recreation organizations, the findings indicate that therapeutic recreation provide many benefits that contribute to a person's physical, social, and all around quality of life and well-being.

Importance Of Accommodating Elementary School Students With Learning Disabilities, Angelica R. Rivera

Capstone Projects and Master's Theses

This senior capstone examines the rationale why it is important to accommodate the students with learning disabilities at the elementary schools. Mainstreaming students with disabilities with those in regular general education classrooms remains a very important issue for principals and teachers. Through the use of literature review and interviews with a principal and a teacher from their respective schools in the Monterey County area, the results show that there is a gap between the services provided to students with learning disabilities.

Research Based Recommendation: Effective Parent Advocacy For Students Who Are Twice-Exceptional, Academically Gifted With Autism, Tara Kennedy

Senior Honors Theses

This thesis’s purpose is twofold. The first purpose is to present both information about what twice-exceptionality is and to make recommendations based on the existing research as to how parents or guardians can become more effective advocates and advocate for effective programming and services for their children who are twice-exceptional. While this thesis focuses on a specific subset of twice-exceptional students, those who are both gifted and have autism, a good deal of the material presented will be applicable to children who are gifted with learning disabilities. Effective parent advocacy looks the same across exceptionalities: producing the best educational experience …

Current Trends In Psychological And Educational Approaches For Training And Teaching Students With Autism In California, Trisha Sugita

Education Faculty Articles and Research

Within the United States, Autism Spectrum Disorder (ASD) has seen a dramatic increase over the past twenty years. As the prevalence rate of ASD increases, an increased need for expertise in the field of education has become apparent. Psychological and educational practices for training and teaching students with ASD continue to evolve in California however, a significant gap between theory and practice remains. This article provides a historical perspective of ASD and its prevalence rates. In addition, this article examines the current shifts in teacher training and provides an overview of evidence-based strategies to support students with ASD.

School Connectedness: Comparing Students With Emotional And Behavioral Disorders To Their General Education Peers, Robert Jordon Marsh

UNLV Theses, Dissertations, Professional Papers, and Capstones

School connectedness is the extent to which a student feels that adults and peers on their school campus care about their behavioral and academic success as well as their overall wellbeing. School connectedness is comprised of four factors: (a) bonding, (b) attachment, (c) engagement, and (d) climate. Students with emotional and behavioral disorders (EBD) may experience difficulty with developing high levels of school connectedness, which may lead to engagement in health-risk behaviors.

The purpose of this study was to determine the levels of school connectedness of students with EBD and compare them to the levels of their general education peers. …

Teacher Perceived Barriers To Inclusive Instructional Delivery Approaches, Casey M. Wright

Honors Theses

The aim of this undergraduate thesis is to identify the perceived barriers to Inclusive Instructional Delivery Approaches (IIDA) through the perspective of general education teachers. For decades, students identified as having special educational needs have not been adequately served in the classroom. This study reveals the best practices used to include students with disabilities in the general education classroom and why they are not being employed as often as they should be. Through use of survey, the researcher allowed for the opportunity to answer (a) Which IIDAs are used most often? (b) How much time per week do teachers spend …

A Mother's Spiritual Journey With Her Disabled Son: An Autoethnography, Margaret C. Higgins Edd

Dissertations

Abstract

This autoethnographic research delves into a mother’s experiences with her disabled son over thirty-five years. Beginning with a thick description of the crib accident that resulted in physical and cognitive disabilities that profoundly change the course of both mother and son’s life, this research chronicles the search for meaning, community, and healing as they negotiate the realms of medicine, education, career, family, and spirituality. Models of disability that seek to explain various ways in which society often views disability are examined, but none resonate with the researcher’s intimate experiences nor satisfies her deepest needs for insight and healing. Making …

School Libraries, Disabilities, And A Phenomenological Progression To Policy Change, Patrice Narret Foerster

Dissertations

Research has shown that school librarians are not well equipped to work with students who have disabilities. Applying a conceptual framework culled from the public policy process literature, this phenomenological study used interviews with Washington, DC, policy workers--some of whom advocate for students with disabilities--to explore the possible connection between library experiences and the placement of libraries within the Elementary and Secondary Education Act (ESEA). The findings indicate that these workers are not framing libraries in the same way that library professionals do and are not viewing school libraries as a direct source of student instruction. This dichotomy suggests that …

Psychophysiological Analysis Of A Pedagogical Agent And Robotic Peer For Individuals With Autism Spectrum Disorders., Mohammad Nasser Saadatzi

Electronic Theses and Dissertations

Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by ongoing problems in social interaction and communication, and engagement in repetitive behaviors. According to Centers for Disease Control and Prevention, an estimated 1 in 68 children in the United States has ASD. Mounting evidence shows that many of these individuals display an interest in social interaction with computers and robots and, in general, feel comfortable spending time in such environments. It is known that the subtlety and unpredictability of people’s social behavior are intimidating and confusing for many individuals with ASD. Computerized learning environments and robots, however, prepare a predictable, …

Assessment Of The Impact Of Reading Mastery Implementation On A Group Of First To Third Grade Students Receiving Special Education Services, Christopher Martin Jones

All Graduate Plan B and other Reports, Spring 1920 to Spring 2023

Reading Mastery was instituted with a group of first to third grade students receiving special education services as a supplemental reading intervention to regular education reading instruction. The students were enrolled in a kindergarten through eighth grade rural, Title I school with a high Native American population. Student performance was assessed with the easyCBM reading measure and the Fountas and Pinnell Benchmark Assessment System (Field Study, 2016).

Results showed that students who received the Reading Mastery intervention performed with mixed results on the easyCBM measure not making clear gains in all areas. The Fountas and Pinnell measure showed gains commensurate …

An Evaluation Of Fading Procedures On The Effects Of Children Using Activity Schedules To Play On The Playground Appropriately, Kylee Lewis

All Graduate Theses and Dissertations, Spring 1920 to Summer 2023

Children with autism often have difficulty playing appropriately and independently. Activity schedules have been shown to be effective at teaching children with autism to play. Some individuals with autism engage in repetitive behaviors, especially on the playground. A previous study showed that activity schedules were effective at reducing repetitive or patterned behavior on the playground by teaching three students with autism to play appropriately and independently. This study investigated the effects of fading procedures on teaching independent and varied play skills to young children with autism during free play on the playground.

Transitioning Children With Autism From One-On-One Discrete-Trial Settings To Special Education Classrooms, Jennifer L. Freeman

Dissertations

The goal of an early intensive behavioral intervention (EIBI) program is to teach each child the skills necessary to make meaningful progress in less-restrictive environments (Fox, Dunlap & Crushing, 2002). However, few studies have detailed the steps necessary for a “successful” transition into these educational settings. We transitioned two children, who received 20 hours a week of one-on-one discrete-trial therapy and attended a half-day special education pre-school classroom, to a full-time educational setting. With the goal of aiding each during his/her transition, this study used the Verbal Behavior Milestones Assessment and Placement Program (VB-MAPP) (Sundberg, 2008), particularly the barriers and …

A Formative Evaluation Of A Program Providing Support To College Students With Autism Spectrum Disorder, Kourtney Kay Bakalyar

Dissertations

Young adults with autism spectrum disorder (ASD) are attending institutions of higher education more than ever before (Smith, 2007). All college students with disabilities have the right to accommodations under the American with Disabilities Act Amendments Act of 2008 (ADAAA; P.L. 110-325); however, these accommodations frequently do not address barriers that prevent students with ASD from successfully completing their academic programs. The Autism Services Center at a public, four-year university provides services to its college students with ASD to address difficulties with communication and social skills, unique emotional and behavior characteristics, insufficient executive function, and difficulties with independent living skills. …

The Elusiveness Of Inclusiveness: A Discursive Analysis Of Inclusion In A District Level Exceptional Student Education Leadership Team, Karen Ramlackhan

USF Tampa Graduate Theses and Dissertations

This poststructural study utilizes Foucault’s theories of power/knowledge nexus and disciplinary power to explore the discursive formation of inclusion of a district level Exceptional Student Education leadership team in order to understand how the discourses are constructed, practices are normalized, and power relations are legitimized. This type of analysis interrogated the assumptive groundings of special education in the district, and how these have been taken-for-granted and normalized in the professional knowledge, policies, and practices of the field. Data from multiple sources: semi-structured interviews, observations, multimodal forms of communication, observation journal, and researcher reflexive journal produced findings within four dominant discourses---the …

An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth

Journal of Science Education for Students with Disabilities

This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …

‘When I Am Being Rushed It Slows Down My Brain’: Constructing Self-Understandings As A Mathematics Learner, Rachel Lambert

Education Faculty Articles and Research

Understanding learning disabilities (LDs) as constructed through multiple cultural practices including discourse, this paper focuses on a Latino middle school student with a LD named Elijah. This study documents both the discourses and practices used to position Elijah as a mathematics learner, as well as his use of similar discourses as he constructs a complex set of self-understandings as a mathematics learner. Elijah is positioned by discourses that prioritise speed as an indicator of mathematical ability, as well as discourses that construct students with LD as having both intelligence and differences such as processing speed. An analysis of interview and …

The Efficacy And Feasibility Of A Context-Specific Autism Behavior Rating Tool With Real Time Data Collection Methods From The Perspectives Of Clinicians, Educators, And Parents, Kathleen Marie Panaccione

Dissertations and Theses

The incidence of autism has increased tremendously over the past 20 years; however, the tools used for diagnosis and educational identification have largely remained the same. Diagnostic and educational decisions are based on observations and interactions to identify hallmark skill deficits associated with autism. Research demonstrates behaviors are affected by the environment, and real-time data collection is more accurate than reflective methods.

The problem is current autism diagnostic and educational identification tools lack essential features. The Autism Diagnostic Observation Schedule (ADOS), considered the gold standard, relies on contrived settings, and lacks an observational comparison to same aged peers. Autism behavior …

Latent Structure Of Scores From The Emotional And Behavioral Screener, Matthew C. Lambert, Stacy-Ann A. January, Corey D Pierce

Department of Special Education and Communication Disorders: Faculty Publications

The Emotional and Behavioral Screener (EBS) is a recently developed teacher-reported brief screening instrument for identifying students who are at-risk of an emotional or behavioral disorder (EBD). Although prior research supports the technical adequacy of scores from the EBS, there is a gap in the literature regarding strong evidence of the factor structure underlying EBS scores. This study investigated the latent structure of scores from the EBS in a sample of 646 elementary students who were rated by their teachers in a 2-week screening period. Single-factor confirmatory factor analysis (CFA) and bifactor models were used to test the hypothesis that …

Remembering Gregg Schraw, Matthew T. Mccrudden

Department of Special Education and Communication Disorders: Faculty Publications

Gregg Schraw passed away on September 15, 2016 at age 62 after a battle with cancer. Gregg was a Barrick Distinguished Professor of educational psychology at the University of Nevada, Las Vegas (UNLV). He completed a bachelor’s degree in secondary education and became a certified teacher. Later, he completed a M.S. in instructional science (1986), a M.S. in applied statistics (1988), and finally a Ph.D. in cognition and instruction, each from the University of Utah. The progression of his degrees was a prelude to a professional career that was characterized by his emphasis on the use of theory, design, and …

Home Visiting Programs For Families Of Children Who Are Deaf Or Hard Of Hearing: A Systematic Review, Nannette Nicholson, Patti Martin, Abby Smith, Sheila Thomas, Ahmad A. Alanazi M.Aud.

Journal of Early Hearing Detection and Intervention

Prelingual hearing loss greatly restricts a child’s language development, hindering his or her behavioral, cognitive and social functioning. Although technology such as hearing aids and cochlear implants are an option for providing access to sound, they fail to teach the child how to listen or attend, how to process language (whether visual or spoken), or how to produce language and communicate. Home visiting is widely recognized as a cost-effective intervention service delivery model. Home visiting programs for promoting language development in children who are diagnosed as deaf or hard of hearing have been in existence for over 50 years, yet …

Increasing Engagement Of Students With Learning Disabilities In Mathematical Problem-Solving And Discussion, Rachel Lambert, Trisha Sugita

Education Faculty Articles and Research

Engagement in problem-solving and mathematical discussion is critical for learning mathematics. This research review describes a gap in the literature surrounding engagement of students with Learning Disabilities in standards-based mathematical classrooms. Taking a sociocultural view of engagement as participation in mathematical practices, this review found that students with LD were supported towards equal engagement in standards-based mathematics through multi-modal curriculum, consistent routines for problem-solving, and teachers trained in Mathematical Knowledge for Teaching. Using this small set of studies (7), we identify the need to deepen the engagement of students with LD in mathematical problem-solving and discussion. This review concludes with …