Special Education and Teaching Commons^™

Professional Development Among Special Education Paraprofessionals: A Transcendental Phenomenological Study, Brandi A. Dejesus

Doctoral Dissertations and Projects

The purpose of this transcendental phenomenological study was to describe the professional development experiences of special education paraprofessionals in two public school divisions in Virginia. The theory guiding this study was Knowles’ adult learning theory as it serves as a framework for understanding the key characteristics of professional development and adult learning. The central research question for this study was: What are the professional development experiences of special education paraprofessionals in two public school divisions in Virginia? In this phenomenological study, 10 participants engaged in interviews, focus groups, and letter-writing opportunities to share their experiences and perceptions. Participants’ responses were …

A Hermeneutic Phenomenological Study Exploring Transition Planning For High School Seniors With An Individualized Education Program. Are We Doing Enough?, Chrystal A P Morgan

Doctoral Dissertations and Projects

The purpose of this hermeneutic phenomenological study was to discover the views of high school seniors with an Individualized Education Program (IEP) and their experiences with transition planning. This study identified that there is more work to do in inclusive education in understanding how to implement transition planning goals and utilizing collaborative efforts from all educators, the students, and their parents. Most of the available research discussed building awareness towards implementing transition planning, which aimed at building self-awareness in the educator. The theory guiding this study is Bandura’s social cognitive theory. Bandura’s social cognitive theory is based on the belief …

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 Foundational Self-Determination Skills Experiences Leading To Causal Agency For High School Graduates Who Are Deaf And Hard Of Hearing: A Phenomenological Study, Erin M. Wright

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to understand the foundational development of self-determination skills experiences leading to causal agency for high school graduates who are deaf and hard of hearing. The theory guiding this study was causal agency theory, as introduced by Wehmeyer and Mithaug. The central research question was: What are the foundational development of self-determination skills experiences leading to causal agency for high school graduates who are deaf and hard of hearing? This qualitative study followed a hermeneutical phenomenological approach. The participants included 11 deaf and hard of hearing individuals who graduated high school between 2018–2024. Data …

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 …

Collaboration Across The Silos: Consultation As A Means For Integrating Services For Twice-Exceptional Learners, Kimberly Bowers Yoshino

Electronic Theses and Dissertations

Twice-exceptional (2e) learners are underserved in American schools. As students who demonstrate both giftedness and disabilities, 2e learners maintain profiles that warrant tailored educational services across special and gifted education programs. Yet, these programs are considered institutionally mutually exclusive as legal mandates create de facto isolation — the antithesis of what is recommended for the students’ optimal development. School psychologists have been identified as professionals critically positioned to support 2e learners because of their specialized skill set, namely in consultation. However, little is known about their consultative practices with the educators who serve 2e learners or how they traverse school …

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.

Peer-Assisted Learning Strategies: An Agentic Instructional Approach To Mathematical Self-Efficacy And Achievement In Special Education Settings At High-Poverty Schools, Erin Lm Roman

Education Dissertations

In many high-poverty schools, students with disabilities continue to face significant barriers and challenges when compared to their typically developing peers. A lack of tangible or positive experiences often leads to low self-efficacy and hindered achievement. This study explored Peer-Assisted Learning Strategies (PALS) as an instructional approach rooted in student agency. A convergent mixed-methods quasi-experimental design investigated how agentic PALS impacted mathematical self-efficacy and achievement. PALS leveraged neuroscience principles to support agency through skill-aligned peer pairings as dyads that eliminated power differentials. Four structured activities reinforced the model-and-memory sequence, enhancing both conceptual understanding at the neurobiological level and visible …

Fostering Inclusion And Belonging In Virtual Learning Environments: Strategies From Faculty Members For Enhancing Online Student Engagement, Tara Franklin, Tina Patterson

Tapestry: Journal of Research in Education

Despite the convenience and accessibility offered by online education, disparities persist in access, engagement, and success rates, disproportionately affecting all students, especially students with disabilities and neurodivergent learners. This difference highlights the barriers and challenges students with disabilities face on virtual learning platforms. Encouraging an inclusive and supportive environment where students feel comfortable disclosing their disabilities is essential for improving completion rates and fostering a sense of belonging in virtual learning environments. The study aimed to identify strategies faculty members use to foster inclusion and belonging for students enrolled in online courses. A cross-sectional study was conducted to collect information …

Letter From The Editors, Jennifer Butcher, James Wiser, Cicely Ward

Tapestry: Journal of Research in Education

No abstract provided.

Promising Partnerships In Art Education And Special Education: An Interview With Beverly Gerber, Jennifer Elaine Smith, Yilin Shen

Journal of the Arts and Special Education

Dr. Beverly Gerber is a strong advocate for developing “promising partnerships” between art educators and special educators. She has spent her career working to advocate for increased inclusive opportunities for students with disabilities. From this advocacy, she has written books that have sat atop the National Art Education Association’s best seller’s list. In addition, Dr. Gerber is a co-founding member of the Division of Visual and Performing Arts Education (DARTS) in the council for Exceptional Children. DARTS will celebrate it’s 10^th anniversary in 2025. Dr. Gerber’s work has had a notable impact on the intersection of art and special …

Mixtape Volume #1: Culturally Sustaining Practices Within Mtss Featuring The Everlasting Mission Of Student Engagement, April Boozer

Journal of the Arts and Special Education

In this edited collection, each of the three sections of the Mixtape Volume #1: Culturally Sustaining Practices Within MTSS Featuring the Everlasting Mission of Student Engagement take the reader on a beautiful journey through Hip-Hop, weaving in its intentionality of providing a voice to the often-marginalized experiences of culturally and linguistically diverse (CLD) students with and without disabilities. The book presents actionable steps, that can seamlessly and authentically be incorporated into the classroom, through the support of Hip Hop Pedagogy (HHP), Multi-Tiered Systems of Support (MTSS), Culturally Relevant Practices (CRP), and High Leverage Practices (HLPs). Whether you are a novice …

The Experience Of Being A Christian Public School Teacher, Carrie Birmingham

International Christian Community of Teacher Educators Journal

This research asks, “What is the experience of being a Christian teacher in a public school?” Analysis of semistructured interviews with 16 Christian public school teachers revealed that, while this experience is highly variable and contextualized, teachers experienced four common concerns, making visible how teachers’ religious identity shapes their purpose for teaching, their interactions with supports and oppositions, their values for themselves and for their students, and their perspectives on Christian witness and teaching in their public school settings.

The Effect Of Blended Training On Aac Strategy Use By Pre-Service Educational Professionals, Cheri Dodge Chin, Stephanie M. Schaaf, Jennifer Gaylord, Melissa Pebly

Teaching and Learning in Communication Sciences & Disorders

This study explored the feasibility of a blended training program model on the use of Augmentative and Alternative Communication (AAC) strategies by pre-service education speech pathology students. The training incorporated Read-Ask-Answer (RAA) and naturalistic Show-Wait-Respond (SWR) techniques, aiming to increase participants’ competence in AAC strategy application. Four graduate students participated in a single-case A-B research design. Following five baseline sessions, participants completed a one-hour asynchronous online training based on a modified ImPAACT model (Kent-Walsh & Binger, 2013; Kent-Walsh & McNaughton, 2005). The training focused on RAA and SWR strategies and included video demonstrations, written practice opportunities, and reflection activities. Following …

Exploring The Quality Of Professional Development In Addressing Challenges With Behavior Management Of Special Needs Students In Inclusive Classrooms: An Instrumental Case Study, Reem Abuwatfa

Thesis/ Dissertation Defenses

Inclusive education has become a major educational priority globally and within the United Arab Emirates (UAE), driven by policies promoting the full participation of students with special educational needs (SEN) in inclusive classrooms. This study explores how elementary-level general education teachers perceive the quality of professional development (PD) in addressing their challenges with behavior management of students with SEN in inclusive classrooms. A qualitative case study approach was used, utilizing semi-structured interviews. Three overarching main themes were generated from the interviews, which were further categorized into eight themes and 18 subthemes. The findings indicated that teachers face challenges from the …

A Comparative Case Study On Special Education Administrator’S Education And Experience: Perceptions Of The Effectiveness Of The Support Provided To Probationary Special Education Teachers, Diane Smith Glover

Educational Leadership & Workforce Development Theses & Dissertations

The purpose of this research study was to explore the education and experience of special education administrators (SEAs) and their perceptions of the effectiveness of the support they provide to probationary special education teachers (SETs), particularly in relation to the teachers' professional growth and job satisfaction. This qualitative study employed an interpretive approach, focusing on the perspectives of SEAs regarding their knowledge in special education, the workplace supports they provide, and the impact of these supports on SETs' professional development and career decisions. Data was collected from interviews with 11 SEAs who had experience supervising probationary SETs.

The findings revealed …

Manny The Barber: Transitioning The Neurodivergent From High School To Workplace, Julia Barlas

Dissertations, Theses, and Capstone Projects

This capstone project is a documentary short film. The narrative focuses on Manny, a young man on the autism spectrum, who dreams about working in a barber shop. He lives in New York City and attends a specialized public high school. The film empathizes with Manny and with his community at large, illustrating the need for further job training and hiring initiatives acknowledging the potential and value of the neurodivergent. The observational mode of this documentary with some participatory elements serves to present the neurodivergent behavioral nuisances, patterns of speech, and interactions with the surroundings. Pieces of interviews with teachers …

Exploring The Quality Of Professional Development In Addressing Challenges With Behavior Management Of Special Needs Students In Inclusive Classrooms: An Instrumental Case Study, Reem Hussein Abuwatfa

Theses

Inclusive education has become a major educational priority globally and within the United Arab Emirates (UAE), driven by policies promoting the full participation of students with special educational needs (SEN) in inclusive classrooms. This study explores how elementary-level general education teachers perceive the quality of professional development (PD) in addressing their challenges with behavior management of students with SEN in inclusive classrooms. A qualitative case study approach was used, utilizing semi-structured interviews. The findings indicated that teachers face challenges from the behavioral issues of SEN students in inclusive classrooms, affecting both typical peers and teachers. Moreover, teachers had mixed perceptions …

Uncovering Best Practices For Professional Learning: A Focus On Dialogic Discourse, Belinda Jaquez

Dissertations

The education system rests in a paradox with an ever-changing world and classrooms frozen in time. Though technological advancements, societal changes, and policy reforms are continuously reshaping the world, classrooms have remained anchored in traditional teaching and learning practices. This study examined the relationship between professional learning programs and the quality of classroom instruction with a focus on implementing more collaborative and dialogic approaches to both student and professional learning. This research involved a multifaceted program evaluation of the learning environment centered on the learning experiences of both students and teachers. A utilization-focused evaluation approach was implemented to ensure the …

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 …

Creative Readers: Arts Programming For Special Needs Inclusion At The Public Library, Elise May

Journal of the Arts and Special Education

Creative Readers, an arts & literacy inclusion program and winner of the 2017 National Arts and Humanities Youth Program Award, turns books into a multi-sensory experience for K- 6^th grade students offering all learners the ability to be challenged, motivated and successful. Using theater, art, movement and music each lesson enables participants to bring a book to life, increasing their love of literature while exploring their strength of expression through the arts. The program also offers a space for unique learners of all abilities, to socialize and work together creatively. High school volunteers are paired with participants to model …

A Hermeneutic Phenomenological Study Of The Lived Experiences Of Elementary Educators’ Implementation Of Grade Level Expectations To Students With Disabilities, Clinetta Monique Pierre

Doctoral Dissertations and Projects

This hermeneutic phenomenological study describes elementary educators' experiences and self-efficacy in implementing grade-level expectations for students with disabilities significantly below grade level in Georgia public schools' inclusive classroom environment. Albert Bandura's self-efficacy theory guides this study which is grounded in the social cognitive theory. According to the self-efficacy theory, people are the masters of their own objectives, choices, and fate. The participants included 10 elementary public school general education or content area teachers who are one half of a co-teaching partnership. Individual interviews, focus groups, and blogs were used to collect data in order to investigate the nature of general …

Exploring Job Demands And Resources Of Special Education Teacher Retention: A Phenomenological Study, Laquinta Nicole Minor

Doctoral Dissertations and Projects

The purpose of this phenomenological study was to explore the lived experiences of special education teachers regarding job demands and resources for special education teachers in the Greater Simpson Public School District. The theory guiding this study was the Job Demands-Resources (JD-R) model, which explains how teachers manage job demands and utilize available resources, influencing retention and burnout. The central research question explored: What are the lived experiences of secondary special education teachers with job demands and resources that they perceive may influence the high turnover rate and retention? This study used semi-structured interviews, a virtual focus group, and an …

Teacher Perspective And De-Escalation Of Aggressive And Disruptive Behaviors In Early Elementary Students Who Come To School At Risk Of Academic Failure: A Phenomenological Study, Rebecca L. Thurman

Doctoral Dissertations and Projects

The purpose of this qualitative, hermeneutic phenomenological research study was to understand the experiences of early elementary educators with the rising negative behaviors, such as aggression and classroom disruptions, in their current classrooms within a progressive and growing school district in northwest Georgia. The theory that guided this study was Bandura’s social learning theory. This study addressed the question: How do educators perceive, understand possible causes, and utilize research-based programs and strategies to de-escalate and improve students’ aggressive and disruptive behaviors in the elementary classroom? This study focused on individual and focus group interviews, as well as a teacher behavior …

Enhancing Digital Accessibility For Deaf Or Hard Of Hearing Learners- Innovative Strategies For Inclusive Education, Felicia Rutledge Ph.D.

Developmental Disabilities Network Journal

This research-to-practice brief explores innovative strategies to enhance digital accessibility for Deaf or Hard of Hearing (D/HH) learners, focusing on practical applications for inclusive K-12 education. Despite advances in digital learning, D/HH learners face unique barriers due to auditory-centered designs. Accessibility legislation such as the ADA, Section 504, and IDEA mandate educational inclusion for these learners. Key strategies include the integration of assistive technologies (e.g., captioning, ASL video interpretation), the application of the Universal Design for Learning (UDL) 3.0 guidelines, and adherence to WCAG 2.1 principles for accessible content design. The research-to-practice brief provides actionable insights for educators, administrators, and …

Enhancing Online And Blended Course Design Through Conversations And Observations: The Role Of Stakeholders, Chris Smith, Darlene Schaefer, Geetanjali Soni, Thomas Cooper, Meghan Mcgrath

Developmental Disabilities Network Journal

Online course enrollment for K-12 students has increased dramatically since the early 2000s. This has resulted in promising opportunities for students with disabilities but also requires careful consideration of accessibility in course design and instructional delivery. This mixed-methods study investigated how stakeholder feedback influences the design of blended courses at North Carolina Virtual Public School (NCVPS), a graduation pathway for students with disabilities requiring significant support. Data was collected through surveys of NCVPS online teachers and co-teachers, analysis of course history documents, and the NCVPS student registration system. Findings revealed that educators often modify course templates to accommodate diverse learning …

A Strong Start: Crafting An Onboarding Experience For Early Childhood Special Education Teachers, Dael E. Babb

Dissertations, Theses, and Projects

A Strong Start: Crafting an Onboarding Experience for Early Childhood Special Education Teachers

Dael Babb

Minnesota State University Moorhead

SPED 696: Capstone Project in Special Education

Dr. Keri DeSutter

May 16, 2025

Abstract

Special education teachers face challenges in their early careers, such as burnout, heavy workloads, and lack of support. Previous research shows that well-structured induction programs, including mentorship, professional development, and administrative support, are critical in improving teacher satisfaction and retention rates. Findings from previous research also suggest that teachers who receive strong mentorship and structured onboarding are more likely to stay in the profession long-term. With the …

Teacher Perceptions Of Their Role In Aspiration Development With Diverse Students With Disabilities, Joseph Edward Simmons Jr.

UNLV Theses, Dissertations, Professional Papers, and Capstones

Aspirations stem from a humanistic perspective, emphasizing the person as a whole. They serve as a foundational and predictive component of an individual’s life. Teachers play a critical role in shaping the successes and challenges their students encounter (Zolkoski, 2019). Aspirations, as a cognitive process grounded in forward-thinking, are essential to personal development and evolve through experiences (Hart, 2016). However, students with disabilities often lack opportunities to explore their aspirations within schools. These students are frequently constrained by both teachers and systemic practices within the school environment (Gilmour et al., 2019). Aspiration exploration is crucial because children and youth need …

'We Owe, You Know, The World Our Perfection': How The Neurodiversity Paradigm Informs Autistic Women's Self-Perceptions, Katybeth Adamo

UNLV Theses, Dissertations, Professional Papers, and Capstones

This qualitative, phenomenological study examines how autistic women characterize and interpret their experiences, beliefs, and self-perceptions within the framework of the neurodiversity paradigm. Guided by a social constructivist epistemology, this study explores the complex intersections between autistic women’s experiences of diagnostic processes, gendered socialization, and identity formation in autistic women. Through semi-structured interviews with ten autistic women, themes emerged around gender differences between autistic men and women, external versus internal self-perception, diagnostic age and self-perception, sensory overload and its consequences, and the journey from feeling othered to finding one’s place socially. Findings suggest that delayed diagnosis and persistent societal pressures …

Empowering Paraprofessionals Through Behavioral Skills Training: Abc Data Recording, Addison Raso

Masters Theses, 2020-current

This study investigates the efficacy of the behavior skills training (BST) framework in enhancing data collection procedures for paraprofessionals. An add-in component analysis was used to evaluate the effectiveness of individual BST components. Three participants (i.e., Nathan, Molly, Bailey) were assessed across baseline, instruction, modeling, rehearsal, and feedback phases. Nathan showed little improvement, with low and variable performance across phases. Molly demonstrated gradual improvement, achieving high accuracy in the final phase with feedback. Bailey exhibited an initial decline, followed by a steady increase, reaching near-perfect accuracy in the final phase. Data analysis revealed an additive effect with feedback having the …