- Title
- A phenomenological study of public high school inclusive extracurricular opportunities
- Abstract
-
Special educators, school leaders and parents across the nation are exploring the benefits of inclusive opportunities for high school students with and without disabilities. Peer Mediated Intervention (PMI) is a long-standing literature-backed set of teaching procedu...
Show moreSpecial educators, school leaders and parents across the nation are exploring the benefits of inclusive opportunities for high school students with and without disabilities. Peer Mediated Intervention (PMI) is a long-standing literature-backed set of teaching procedures and models that promote prosocial development in individuals with developmental disabilities across the lifespan. Although PMI literature includes benefits to typical peers, little to no information exists specific to the high school and young adult population. The present study gathers qualitative interview data from four parent participants to gain authentic feedback about the takeaways for their typical high school student from their perspective. Many positive implications were uncovered in the thematic coding and data analysis process. Positive implications for peers can be utilized as support for the development and maintenance of future inclusive extracurricular activities in public high schools. Discussion around the findings of the study provide school leaders with clear and concise examples of this support, including but not limited to: increase in personal self-worth and empathy, college and career readiness opportunities, and community acceptance carryover.
Show less - Year Issued
- 2019
- Author
- Rachel Ann Pasquerilla
- Sub-title
- perspectives of parents of neurotypical students
- Title
- A phenomenological study of the lived experiences of special education teachers and supervisors providing a free and appropriate public education for student-inmates housed in restricted housing units
- Year Issued
- 2025
- Abstract
-
Abstract The last few years have seen an increased interest in the effectiveness of special education services for student-inmates with disabilities housed in restrictive housing units (RHUs) for a minimum of 22 hours per day but “few studies have examined the comple...
Show moreAbstract The last few years have seen an increased interest in the effectiveness of special education services for student-inmates with disabilities housed in restrictive housing units (RHUs) for a minimum of 22 hours per day but “few studies have examined the complexities associated with restrictive housing” (Butler, Solomon, and Spohn, 2018, p. 1174). These student-inmates are placed in RHU’s for disciplinary reasons, medical precautions, mental health evaluations, plus other underlying variables depending on the policies of each correctional facility. This purpose of this research study was to better understand how special education teachers and special education supervisors provided a FAPE for student-inmates housed in RHUs with little to no time out of their cell and limited instructional hours due to prison policies that exclude them from attending live instruction. An Interpretative Phenomenological Analysis (IPA) with in-depth one-to-one interviews was applied to the lived experiences of the participants who provide special education services to student-inmates housed in RHUs at county prisons. State and federal prisons were excluded from this student because the researcher wanted to solely focus on county prisons. The researcher used a small sample size for the structured interviews but recruited participants from different county prisons across the state. The participants included three special education teachers and three special education supervisors. Three common themes emerged after analyzing the data: (1) the use of cell-study packets for RHU student-inmates was a replacement at institutions where access to live instruction was prohibited, (2) safety and security policies that amplified institutional barriers superseded student-inmates educational rights, and (3) access to educational programming was immeasurably different between non-RHU student-inmates and RHU student-inmates. The findings of this study had an overarching theme that participants continually acknowledged how institutional barriers severely limited their ability to provide a good quality education for RHU student-inmates. It is critical that future research on this topic expand upon the understanding of how low-quality secondary education programs at prisons has the potential to thwart the legal obligations of providing a FAPE. The implication is that low quality education programming is recognized throughout correctional facilities, but the focus is primarily on adult education while the delivery of appropriate special education services is overlooked.
Show less - Author
- Smith, Chad
- Title
- Philips, Jason Interview Audio
- Year Created
- 1994
- Abstract
-
Audio recording of the interview of Tab Douglas on November 22, 1994.
- Sub-title
- Baseball in Pennsylvania Oral History Collection
- Title
- Philips, Jason Interview Transcript
- Year Created
- 1994
- Abstract
-
Transcript of the interview of Tab Douglas on November 22, 1994.
- Sub-title
- Baseball in Pennsylvania Oral History Collection
- Title
- The Phillips Brothers Publicity Photograph
- Year Created
- 1990
- Abstract
-
Digitized copy of the The Phillips Brothers Publicity Photograph
- Sub-title
- Xtremes Publicity Photograph Collection
- Title
- picture 001 - meet
- Title
- picture 006 - meet
- Title
- picture 015 - japan
- Title
- picture 051 - japan
- Title
- picture 083 - japan
- Title
- Pitluga, Kurt Interview Audio
- Year Issued
- 2023
- Abstract
-
Audio recording of the interview of Kurt Pitluga conducted on May 2, 2023.
- Sub-title
- ROCKvoices Oral History Project
- Title
- Pitluga, Kurt Interview Transcript
- Year Issued
- 2023
- Abstract
-
Transcript of the interview of Kurt Pitluga conducted on May 2, 2023.
- Sub-title
- ROCKvoices Oral History Project
- Title
- Pitluga, Kurt Interview Video Clip
- Year Issued
- 2023
- Abstract
-
Video clip from the interview of Kurt Pitluga conducted on May 2, 2023.
- Sub-title
- ROCKvoices Oral History Project
- Title
- Poldiak, Pete Interview Audio
- Year Created
- 1994
- Abstract
-
Audio recording of the interview of Pete Poldiak on November 12, 1994.
- Sub-title
- Baseball in Pennsylvania Oral History Collection
- Title
- Poldiak, Pete Interview Transcript
- Year Created
- 1994
- Abstract
-
Transcript of the interview of Pete Poldiak on November 12, 1994.
- Sub-title
- Baseball in Pennsylvania Oral History Collection
- Title
- Potentials and barriers to culturally responsive music therapy education
- Abstract
-
Abstract This qualitative focus group study explored perceptions of potentials and barriers to cultural responsiveness in music therapy education. Music therapy literature calls for an increase in culturally informed music therapy practice. However, despite cultural ...
Show moreAbstract This qualitative focus group study explored perceptions of potentials and barriers to cultural responsiveness in music therapy education. Music therapy literature calls for an increase in culturally informed music therapy practice. However, despite cultural considerations present in music therapy professional competencies, there are no standards for culturally responsive pedagogical practices. Simultaneously, there has been an acknowledgment in the music therapy literature of challenges to culturally responsive practices, such as the homogeneous, privileged identities dominant in music therapy's professional demographics, compounded by the privileging of Western classical music in music therapy education. In this exploratory study, an online focus group discussion was facilitated with seven music therapy educators to explore their perspectives on the definition of culturally responsive education, their reflective evaluations of their pedagogical practices, their perspectives on how standards of music therapy education inform and/or hinder the ability to foster cultural responsiveness, and their respective outlooks on how potentials and barriers to cultural responsiveness are impacting education, research, theory, and practice. Results demonstrated that educators who value cultural responsiveness believe it is being overlooked in the field of music therapy. Six themes with 34 sub-themes were found: defining cultural responsiveness (stances of humility, self-awareness, continual and constant attention, knowledge of systems of power, self-critique, process, accountability, skills), relevance to clinical practice (ethical responsibility, effect on the therapeutic relationship, effective versus ineffective practice), approaches in education (dedicated course work, infused throughout the program, gradually increasing depth, beyond the classroom, from the beginning, dialogical over technical, experiential learning), preparedness (personal/professional growth practice, training for supervisors and faculty, staying informed), institutional attitudes (the need for changing attitudes, the field is improving, superficiality, the burden on marginalized faculty, commitment to social justice, support from administration), and barriers (Eurocentricity, lack of diversity, AMTA, jam-packed program, no specific training, the need for research). These findings offer recommendations for how the field of music therapy approaches cultural responsiveness in our training programs.
Show less - Year Issued
- 2019
- Author
- Bain, Candice
- Sub-title
- Perspectives of music therapy educators
- Title
- Powell, Walter Interview Audio
- Year Created
- 2009
- Abstract
-
Audio recording of the interview of Walter Powell conducted on May 5, 2009.
- Sub-title
- ROCKvoices Oral History Project
- Title
- Powell, Walter Interview Transcript
- Year Created
- 2009
- Abstract
-
Transcript of the interview of Walter Powell conducted on May 5, 2009.
- Sub-title
- ROCKvoices Oral History Project
- Title
- Powell, Walter Interview Video Clip
- Year Created
- 2009
- Abstract
-
Video clip from the interview of Walter Powell conducted on May 5, 2009.
- Sub-title
- ROCKvoices Oral History Project
- Title
- Preschool teachers' perspectives on implementing PBIS with fidelity
- Abstract
-
Positive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered framework aimed at supporting preventive and intervention practices, promoting social-emotional skills, and improving academic outcomes for all students. Program-Wide Positive Beha...
Show morePositive Behavior Interventions and Supports (PBIS) is an evidence-based, multi-tiered framework aimed at supporting preventive and intervention practices, promoting social-emotional skills, and improving academic outcomes for all students. Program-Wide Positive Behavior Intervention and Support (PWPBIS), an adaptation of PBIS for early childhood programs, emphasizes promoting social-emotional skills and implementing preventive strategies to reduce challenging behaviors. Although PBIS is widely researched and validated, there is limited research on implementing PBIS with fidelity, especially within preschool settings. This case study aimed to examine preschool classrooms and assess how teachers' perspectives influence effective PBIS implementation. Data were collected through in-depth, open-ended interviews on PWPBIS and analyzed thematically to identify both key themes and barriers to successful implementation. The main themes that emerged included teachers’ attitudes and perceptions, collaborative support systems, professional development training, staff buy-in, and perceptions of observations. Notable barriers included a lack of staff buy-in, insufficient professional development, misapplications of PBIS, persistent challenging behaviors, and limited support systems. These findings highlight the critical need for staff buy-in, consistent support, and ongoing professional development to sustain PBIS implementation with fidelity.
Show less - Year Issued
- 2024
- Author
- Shuttleworth, Madelyn
- Sub-title
- A case study analysis