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Connecting, Helen Walker, Jan Buley, S. Rebecca Leigh, Christopher M. Bache, Bette B. Bauer, Rachel Forrester, Laurence Musgrove 2011 University of Tennessee, Knoxville

Connecting, Helen Walker, Jan Buley, S. Rebecca Leigh, Christopher M. Bache, Bette B. Bauer, Rachel Forrester, Laurence Musgrove

The Journal of the Assembly for Expanded Perspectives on Learning

Connecting

Helen Walker - Teaching/Seeing Jesus

Jan Buley - The Realization

S. Rebecca Leigh - Celebrating Ways of Learning

Christopher M. Bache - The Opening Question

Bette B. Bauer - Teaching as a Spiritual Practice

Rachel Forrester - Appalachia Finally in the Spring

Laurence Musgrove - Syllabus


Back Matter, 2011 University of Tennessee, Knoxville

Back Matter

The Journal of the Assembly for Expanded Perspectives on Learning

No abstract provided.


Front Matter, 2011 University of Tennessee, Knoxville

Front Matter

The Journal of the Assembly for Expanded Perspectives on Learning

Editor's Message


Writing And Time, Time And The Essay, Douglas Hesse 2011 University of Denver

Writing And Time, Time And The Essay, Douglas Hesse

The Journal of the Assembly for Expanded Perspectives on Learning

Writing requires time, thought, and most of all, discovery—despite a high-tech world that can’t be bothered with it.


Assisted Reading With Digital Audiobooks For Students With Reading Disabilities, Kelli J. Esteves, Elizabeth Whitten 2011 Butler University

Assisted Reading With Digital Audiobooks For Students With Reading Disabilities, Kelli J. Esteves, Elizabeth Whitten

Scholarship and Professional Work – Education

The goal of this study was to compare the efficacy of assisted reading with digital audiobooks with the traditional practice of sustained silent reading (SSR) in terms of reading fluency and reading attitude with upper elementary students with reading disabilities. Treatment group participants selected authentic children’s literature and engaged in assisted reading with digital audiobooks four to five times per week over an eight-week implementation period. Results showed that while all students demonstrated growth in reading fluency as calculated by words read correctly per minute, the growth of the treatment group far outweighed that of the control group. There ...


Observational Study Of Children With Autism Who Have Participated In Hyperbaric Oxgen Therapy, Tamela Marie Powell 2011 Wayne State University

Observational Study Of Children With Autism Who Have Participated In Hyperbaric Oxgen Therapy, Tamela Marie Powell

Wayne State University Dissertations

Autism is the fastest growing disability ever. With the growth comes a lot of questions as to the etiologies and treatment of this condition, often putting parents, schools, and traditional medical personnel at odds with what treatments have efficacy. As the popularity of alternative treatments increase, so does the need for research.

Hyperbaric oxygen therapy is one alternative treatment parents are seeking for their child with autism. When one looks at the science behind hyperbaric oxygen therapy and the physical condition of a child with autism the rationale behind the treatment becomes clear. Research has shown that children with autism ...


Students With Special Needs, Reading Education, And Principals: Bridging The Divide Through Instructional Leadership, Sanzo Karen, Jennifer Clayton, Whitney Sherman 2011 Old Dominion University

Students With Special Needs, Reading Education, And Principals: Bridging The Divide Through Instructional Leadership, Sanzo Karen, Jennifer Clayton, Whitney Sherman

Educational Foundations & Leadership Faculty Publications

Principals are held accountable for achievement results of students on state-mandated assessments. Special needs students who struggle with literacy can impact the pass rates on these assessments. This study identifies how reading is taught to special needs students in both self-contained and inclusion settings at the secondary level in one school district determines how school leaders may or may not be facilitating this process and identifies ways school leaders can more effectively facilitate special education reading programs and processes.


Graduate Online Bulletin, 2011-2012 (2011), Minnesota State University Moorhead 2011 Minnesota State University Moorhead

Graduate Online Bulletin, 2011-2012 (2011), Minnesota State University Moorhead

Graduate Bulletins (Catalogs)

No abstract provided.


Low-Income Parents’ Warmth And Parent–Child Activities For Children With Disabilities, Suspected Delays And Biological Risks, Elaine M. Eshbaugh, Carla A. Peterson, Shavaun Wall, Judith J. Carta, Gayle Joanne Luze, Mark Swanson, Hyun-Joo Jeon 2011 Iowa State University

Low-Income Parents’ Warmth And Parent–Child Activities For Children With Disabilities, Suspected Delays And Biological Risks, Elaine M. Eshbaugh, Carla A. Peterson, Shavaun Wall, Judith J. Carta, Gayle Joanne Luze, Mark Swanson, Hyun-Joo Jeon

Human Development and Family Studies Publications

Warm and responsive parenting is optimal for child development, but this style of parenting may be difficult for some parents to achieve. This study examines how parents’ observed warmth and their reported frequency of parent–child activities were related to children’s classifications as having biological risks or a range of disability indicators. Children were low-income prekindergarteners who participated in the Early Head Start Research and Evaluation Project Longitudinal Follow-up. Data from parent, early care and education staff reports, and direct child assessments were used to classify children into the following groups: disabilities, suspected delays, biological risks, disabilities and biological ...


Identification Of Disabilities And Service Receipt Among Preschool Children Living In Poverty, Carla A. Peterson, Shavaun Wall, Hyun-Joo Jeon, Mark E. Swanson, Judith J. Carta, Gayle Joanne Luze, Elaine M. Eshbaugh 2011 Iowa State University

Identification Of Disabilities And Service Receipt Among Preschool Children Living In Poverty, Carla A. Peterson, Shavaun Wall, Hyun-Joo Jeon, Mark E. Swanson, Judith J. Carta, Gayle Joanne Luze, Elaine M. Eshbaugh

Human Development and Family Studies Publications

This study examined the prevalence of indicators of disability or potential disability among preschool-aged children enrolled in the Early Head Start Research and Evaluation Longitudinal Follow-Up. Three categories of indicators were established: received Part B services, developmental risk, and biological risk. The majority of participating children (62%) were classified into at least one category. Children living in poverty from birth through preschool and of minority status were among those most likely to be classified; these children were likely to have received a variety of services. The majority of children who received Part C services (79.8%) received Part B services ...


It Takes More Than A Whistle: Perceived Characteristics Of Effective School Based Coaches, Jenna Nicole Sage 2011 University of South Florida

It Takes More Than A Whistle: Perceived Characteristics Of Effective School Based Coaches, Jenna Nicole Sage

Graduate Theses and Dissertations

School districts across the United States are moving toward tiered models of service delivery such as Positive Behavior Support (PBS) and Response to Intervention (RtI). A common practice in providing support for those initiatives is to develop leadership teams who are facilitated by an education-based coach. With a recent surge in hiring and transitioning of education-based coaches who support PBS and RtI it is increasingly important to understand the perceived characteristics of those coaches who are most effective at providing the social and academic outcomes associated with tiered models of service delivery. This dissertation will use a case study methodology ...


Special Education Teacher Burnout: The Effects Of Efficacy Expectations And Perceptions Of Job Responsibilities, Rachel L. Berry 2011 Western Washington University

Special Education Teacher Burnout: The Effects Of Efficacy Expectations And Perceptions Of Job Responsibilities, Rachel L. Berry

WWU Graduate School Collection

Special education teachers work with some of the neediest students in our nation's public schools and experience higher levels of attrition and emotional burnout than those teachers who work with the general student population. The purpose of this study was to examine a variety of teacher belief variables and job characteristics to help understand the phenomenon of emotional exhaustion experienced by special educators. Results indicated that 43% of the variability in the level of burnout reported by special education teachers can be attributed to differences in levels of outcome efficacy, the amount of experience teaching special education, levels of ...


Teacher Understanding And Perception Of A Response To Intervention Program In A Rural, Western North Carolina School District, Dwight Dean King 2011 Gardner-Webb University

Teacher Understanding And Perception Of A Response To Intervention Program In A Rural, Western North Carolina School District, Dwight Dean King

Education Dissertations and Projects

Response to Intervention, aka Response to Instruction (RtI), is a multi-tiered instructional process designed to provide research-based interventions to struggling learners. It has recently gained increased popularity with the perceived failure of the discrepancy formula model of placing children in special education services and with the recent reauthorization of the Individuals with Disabilities Education Act. Because RtI is just gaining ground in the field of education, limited research regarding teachers' perceptions of the process is available. This research project utilized a mixed-methods approach, combining survey and interview data, to assess teacher understanding and perception of RtI in a rural North ...


Perceptions Of Pre-Service Teacher Training Concerning Curriculum Alignment For Students With Developmental Disabilities, Kim Watkins 2011 Gardner-Webb University

Perceptions Of Pre-Service Teacher Training Concerning Curriculum Alignment For Students With Developmental Disabilities, Kim Watkins

Education Dissertations and Projects

Legislative mandates require teachers to provide access to the general curriculum for all students in the least restrictive environment. Though policies are in place to ensure high quality instruction for all students, many students with developmental disabilities are still being served in self-contained settings with a life-skills instructional approach only, without the necessary supports for accessing the general curriculum. The purpose of this study was to reveal the extent of pre-service teacher perceptions of teacher training on curriculum alignment in order to improve pre-service teacher training in special education for access to the general curriculum for students with developmental disabilities ...


An Evaluation Of Writing Samples By English Learners In Special Education, Brett Patrick Frayseth 2011 Minnesota State University - Mankato

An Evaluation Of Writing Samples By English Learners In Special Education, Brett Patrick Frayseth

All Theses, Dissertations, and Other Capstone Projects

The purpose of this study was to investigate if there was any pattern in the types or frequencies of errors made within writing samples produced by English Learners (ELs) in special education and whether those patterns differentiated them from ELs not in special education or whether there was commonality between the types or frequencies of errors made by ELs in special education and native-English speakers in special education. The intent is that once a pattern is recognized that the written work of ELs can help aid in determining placement in special education. The quantitative method was applied in this study ...


Predictors Of High School Graduation In Foster Youth, Clifford A. Stewart 2011 The University of San Francisco

Predictors Of High School Graduation In Foster Youth, Clifford A. Stewart

Doctoral Dissertations

Academic achievement in foster youth can be influenced by factors related to the foster care experience. The purpose of this study was to determine if gender, ethnicity, time in placement, type of placement, number of placements, and special education status could predict high school graduation in foster youth. To conduct the study a group of foster youth that graduated from high school (n=390) was compared to a group of foster youth that did not graduate from high school (n-400). Sample data were fit to a logistic regression prediction model on the independent variables of gender, ethnicity, time in placement ...


General Educators Perceptions Of Preparedness To Teach In Mixed-Ability Classrooms, Kristen Sparks Kantor 2011 Walden University

General Educators Perceptions Of Preparedness To Teach In Mixed-Ability Classrooms, Kristen Sparks Kantor

Walden Dissertations and Doctoral Studies

The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of teachers assessed preparation to provide instruction for Autism Spectrum Disorder, English Language Learners (ELL), general education, gifted, and ...


Promoting Inclusive Schools: A Case Study Of Leadership Experiences Of The Middle School Chairpersons For Special Education Service, Juvinell Baylis 2011 Walden University

Promoting Inclusive Schools: A Case Study Of Leadership Experiences Of The Middle School Chairpersons For Special Education Service, Juvinell Baylis

Walden Dissertations and Doctoral Studies

Federal and state guidelines direct students with disabilities to the least restrictive environment (LRE). The inclusion of students with disabilities in the LRE (general education) has been an issue for many public schools. In an effort to promote inclusive education for students with disabilities, many special education teacher--chairpersons experience opposition from the general education teacher and their administrator regarding LRE placement. The purpose of this qualitative case study, grounded in the theory of leadership, was to examine the leadership experiences of chairpersons of special education services in middle schools and their perception of the LRE decision-making process for placement for ...


A Grounded Theory Approach To Use Of Differentiated Instruction To Improve Students' Outcomes In Mathematics, Juniace Senecharles Etienne 2011 Walden University

A Grounded Theory Approach To Use Of Differentiated Instruction To Improve Students' Outcomes In Mathematics, Juniace Senecharles Etienne

Walden Dissertations and Doctoral Studies

Teachers in a school district in a southeastern state are being challenged to meet the needs of students who have learning disabilities (LDs) and who require an individualized education program with a mathematics goal. The students are in danger of not passing state, district, and classroom mathematics tests, and not all the schools are meeting adequate yearly progress (AYP). Funding from the federal government is denied if a school does not achieve AYP; the school personnel must then complete a school improvement plan. The purpose of this study was to explore which differentiation instructional (DI) practices inclusion teachers were using ...


Use Of Professional Development To Improve Attitudes Of General Educators Towards Inclusion, Ginger Dodge-Quick 2011 Walden University

Use Of Professional Development To Improve Attitudes Of General Educators Towards Inclusion, Ginger Dodge-Quick

Walden Dissertations and Doctoral Studies

This study involved the inclusion of special needs students in the general education classroom as required by law. The problem centered on general educators' perceptions of their abilities to meet the education needs of included students and their lack of training in special education issues. Research questions studied perceptions general educators had regarding inclusion and whether professional development addressed those concerns, and improved their perception of inclusion. The Concerns Based Adoption Model (CBAM) was the conceptual framework utilized throughout the sequential mixed-methods case study. Quantitative data of teachers' concerns were determined using the Survey of Concerns Questionnaire from the CBAM ...


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