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Title: Improving parent collaboration at IEP meetings
Abstract: An Individual Education Program (IEP) is a critical document that drives decisions about educational support and services for students with a disability. It is imperative that parents have a role in the development of their child’s IEP through a collaborative process...
Show moreAn Individual Education Program (IEP) is a critical document that drives decisions about educational support and services for students with a disability. It is imperative that parents have a role in the development of their child’s IEP through a collaborative process. This study examines the correlations between various subgroups and the level of satisfaction of a collaborative IEP meeting. In this qualitative study, a digital survey is used to gain feedback from 29 parents of students from preschool through twelfth grade receiving special education services. Findings reveal that parents expressed overall satisfaction with the level of collaboration at IEP meetings with relatively positive satisfactory ratings consistent through each survey question. Survey data was then correlated with four subgroups; grade level, disability category, number of IEP meetings attended, and race/ethnicity. Themes emerged from synthesizing the data specific to four subgroups that included variations in the data. As part of the study, participants provided suggestions for improving collaboration at IEP meetings. Parents expressed a desire for improved communication, opportunity to provide feedback, and improved agenda for IEP meetings. In contrast, some challenges were noted by some parents that limit parental engagement. The importance of this data can potentially impact the effectiveness of IEP meetings and improve student outcomes. A consideration for future research could explore the impact of the recommended interventions, change of district policies, and generalization across other school districts.
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Year Issued: 2024

Author: Michaelson, Jill
Sub-title: The correlation to various subgroups

Title: In a Big Voice
Abstract: In this autoethnography, I utilized a handful of different techniques to recall, examine, and share my experiences while entering, being in, and leaving the field of music therapy. Those included: chronological listing, narrative journaling, songwriting, lyric analys...
Show moreIn this autoethnography, I utilized a handful of different techniques to recall, examine, and share my experiences while entering, being in, and leaving the field of music therapy. Those included: chronological listing, narrative journaling, songwriting, lyric analysis, and external collaborators. Examining the autoethnography revealed specific themes about my experience with music therapy, including the role of my identity and privilege, systemic pressures, resistance to systemic pressures, non-profit specific ethics, and community support. Sharing these specific experiences and themes aims to add to a growing literature of music therapy burnout, including why music therapists leave the field, what specific experiences feel like, and where music therapists go after leaving the field.
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Year Issued: 2024

Author: Cumine, Colby
Sub-title: An autoethnography on entering, being in, and leaving the field of music therapy

Title: Inside Out Publicity Photograph
Year Created: 1993

Abstract: Digitized copy of the Inside Out Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Institutional Repository

Abstract: Scholarly projects completed by Slippery Rock University students and faculty.

Title: The instructional leadership role of Pennsylvania public school principals and their effect on special education practices
Year Issued: 2019

Abstract: Pennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special educati...
Show morePennsylvania public-school principals are expected to be instructional leaders for all students within their district. When it comes to leadership for students with disabilities, this role can be problematic due to a lack of experience in the field of special education and pre-service special education training. Special education leadership should be a significant concern for school administrators as their roles have increased to ensuring successful outcomes for all students, the increased number of students placed in special education, the high cost associated with educating students in special education, and the due process ramifications if educational outcomes are not achieved. The research has demonstrated that overall, public-school principals receive little to no formal training in leading special education in pre-service or on-going professional development. The purpose of this research study was twofold. The research is helpful to colleges and universities when developing plans of study and programming for future public-school principal and leadership training degrees and certificates. This research also provides a platform where current Pennsylvania public-school principals can identify where their special education knowledge is lacking and how to become a better instructional leader for their own district’s special education population. This study provided insight into understanding the factors that contribute to the lack of special education training in special education programs by higher education entities.
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Author: Truitt-Smith, Amanda

Title: The Intersections of childhood trauma, trauma-informed practices, and special education
Abstract: Childhood trauma impacts approximately half of school-aged youth in the United States, with many students experiencing one or more adverse childhood experiences (ACEs) that contribute to complex mental health, social, and educational challenges by the time they are s...
Show moreChildhood trauma impacts approximately half of school-aged youth in the United States, with many students experiencing one or more adverse childhood experiences (ACEs) that contribute to complex mental health, social, and educational challenges by the time they are seniors in high school. Childhood trauma is particularly impacting students receiving special education services, as trauma-related factors often cause learning disabilities, behavioral difficulties, and social challenges in the school setting. This qualitative case study examined the perspectives of special education teachers regarding the effects of childhood trauma, their roles in implementing trauma-informed practices, and the professional development opportunities they have participated in within a K-12 public school district in central Pennsylvania. Using semi-structured interviews, key themes emerged concerning the challenges teachers face in providing trauma-informed practices. Findings suggest that teachers view trauma as a critical factor affecting students’ academic performance and social-emotional regulation, requiring a coordinated, school-wide approach to trauma-informed care. The study concludes with recommendations for school districts to adopt ongoing, culturally responsive professional development and foster partnerships within the community organizations to enhance support systems for special education students impacted by childhood trauma. These findings highlight the importance of implementing strategic enhancements in professional development, specifically designed to provide special education teachers with the essential tools to effectively support the diverse needs of special education students affected by childhood trauma.
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Year Issued: 2024

Author: Mason, Elizabeth
Sub-title: Perceptions of special education teachers

Title: Ionta, Dom Interview Audio
Year Created: 2023

Abstract: Audio recording of the interview of Dom Ionta conducted on November 16, 2023.
Sub-title: ROCKvoices Oral History Project

Title: Ionta, Dom Interview Transcript
Year Created: 2023

Abstract: Transcript of the interview of Dom Ionta conducted on November 16, 2023.
Sub-title: ROCKvoices Oral History Project

Title: Ionta, Dom Interview Video Clip
Year Created: 2023

Abstract: Video clip from the interview of Dom Ionta conducted on November 16, 2023.
Sub-title: ROCKvoices Oral History Project

Title: Jack Dinger Special Ed Building

Title: James Mennell Oral History Collection

Abstract: A collection of audio recordings of oral histories conducted by James E. Mennell for his book "Area Friends Remember When: A Collection of Nostalgic Memories of Times Gone By."

Title: Jazz at the Rock

Year Created: 2022

Title: Jazz Ensemble

Year Created: 2022
Featured Musician: Matt Blostein, Justin Chesarek

Title: Jerry Winn Publicity Photograph
Year Created: 1992

Abstract: Digitized copy of the Jerry Winn Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Jethro, Sam Interview Audio
Year Created: 1994

Abstract: Audio recording of the interview of Sam Jethro on November 27, 1994.
Sub-title: Baseball in Pennsylvania Oral History Collection

Title: Jethro, Sam Interview Transcript
Year Created: 1994

Abstract: Transcript of the interview of Sam Jethro on November 27, 1994.
Sub-title: Baseball in Pennsylvania Oral History Collection

Title: Jim Green Publicity Photograph
Year Created: 1992

Abstract: Digitized copy of the Jim Green Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Jimmy Carroll Publicity Photograph
Year Created: 1993

Abstract: Digitized copy of the Jimmy Carroll Publicity Photograph
Sub-title: Xtremes Publicity Photograph Collection

Title: Johnson, Morrison Dora Interview Audio
Year Created: 1989

Abstract: Audio recording of the interview of Morrison Dora Johnson on June 29, 1989.
Sub-title: Slippery Rock University Centennial Oral History Collection

Title: Jones, Bob Interview Audio
Year Created: 2021

Abstract: Audio recording of the interview of Bob Jones conducted on February 15, 2021.
Sub-title: ROCKvoices Oral History Project