- Title
- Performance Programs
- Title
- Performance Recordings
- Title
- Perspectives of Music Therapists Working with Sibling Pairs with at Least One who is Neurodivergent
- Year Issued
- 2024
- Abstract
-
This thesis explored music therapists’ perceptions of the benefits and challenges of working within a sibling structure, with at least one sibling identifying as neurodivergent. This research adds to the literature by contributing the perspectives of music therapists...
Show moreThis thesis explored music therapists’ perceptions of the benefits and challenges of working within a sibling structure, with at least one sibling identifying as neurodivergent. This research adds to the literature by contributing the perspectives of music therapists that work within this framework. Data was analyzed from two participants who completed a semi-structured interview focused on their experiences engaging in this work. Five primary themes emerged in the data: 1) training, 2) goal work, 3) session space, 4) therapist role, and 5) family. Overall, both participants shared similar experiences with their clients. The findings showed that music therapy is beneficial when working with siblings. However, due to the lack of research and minimal research participants, more research needs to be conducted in order to fully support these findings.
Show less - Author
- Auty, Rebecca
- Title
- Perspectives of special education teachers on students with disabilities in an inclusive setting
- Abstract
-
In this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an i...
Show moreIn this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an inclusion setting. Inclusion in public school districts is a very debated and sensitive subject that has been controversial for many years. Inclusion denotes the education of students with disabilities and students that do not have disabilities in the same classroom setting. The data collected from this study was analyzed using measures of central tendency, specifically the mode and percentages and the chi-square test of independence. Data analysis was conducted to determine the perspectives of special education teachers on the controversy of inclusion practices for students with disabilities in two separate clusters, grades K-3 and 4-6, respectively. The qualitative analysis results revealed the presence of two main themes regarding teacher attitudes on inclusion: (a) Risks of inclusion are special education student lack of success, increased burden on teachers, and class disruptions; and (b) Inclusion can benefit all students. Results of the quantitative analysis revealed no statistically significant relationship between years spent in a special education environment and teacher inclusion attitudes. These results suggest that teachers’ views on inclusion are varied and are not significantly influenced by their years of experiences teaching in a special education environment. Recommendations for future research include changes to the study design and data collection techniques. Implications for positive social change include increased teacher confidence, diverse learning opportunities for all students, and the potential for a positive shift in societal beliefs about special education student capabilities and the benefits of inclusion.
Show less - Year Issued
- 2021
- Author
- Ronald Steven Carlisle
- Sub-title
- A comparative analysis
- Title
- Perspectives of special education teachers on students with disabilities in an inclusive setting
- Abstract
-
In this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an i...
Show moreIn this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an inclusion setting. Inclusion in public school districts is a very debated and sensitive subject that has been controversial for many years. Inclusion denotes the education of students with disabilities and students that do not have disabilities in the same classroom setting. The data collected from this study was analyzed using measures of central tendency, specifically the mode and percentages and the chi-square test of independence. Data analysis was conducted to determine the perspectives of special education teachers on the controversy of inclusion practices for students with disabilities in two separate clusters, grades K-3 and 4-6, respectively. The qualitative analysis results revealed the presence of two main themes regarding teacher attitudes on inclusion: (a) Risks of inclusion are special education student lack of success, increased burden on teachers, and class disruptions; and (b) Inclusion can benefit all students. Results of the quantitative analysis revealed no statistically significant relationship between years spent in a special education environment and teacher inclusion attitudes. These results suggest that teachers’ views on inclusion are varied and are not significantly influenced by their years of experiences teaching in a special education environment. Recommendations for future research include changes to the study design and data collection techniques. Implications for positive social change include increased teacher confidence, diverse learning opportunities for all students, and the potential for a positive shift in societal beliefs about special education student capabilities and the benefits of inclusion.
Show less - Year Issued
- 2021
- Author
- Carlisle, Ronald Steven
- Sub-title
- a comparative analysis
- Title
- A phenomenological qualitative inquiry : assistive technology use or discontinued use in the school setting
- Year Issued
- 2021
- Abstract
-
This phenomenological qualitative inquiry was designed to explore the phenomenon of using assistive technology (AT) or putting AT “on the shelf” in the school setting. The purpose of this study was to identify factors involved in educators’ use or discontinued use AT...
Show moreThis phenomenological qualitative inquiry was designed to explore the phenomenon of using assistive technology (AT) or putting AT “on the shelf” in the school setting. The purpose of this study was to identify factors involved in educators’ use or discontinued use AT in the school setting. The researcher wanted to learn more about educator efficacy with implementing AT and interviewed 10 participants of various stakeholder roles in the AT decision-making process. Participants shared their insight through one of two options: a live interview or a written questionnaire. Key findings were generated through emergent themes from the sample’s responses. Findings indicated that participants used AT continuously when there was buy-in from IEP team members. AT was discontinued by this sample due to lack of buy-in and challenges with the technology. Further research stemming from this study includes the exploration of instructional coaching as an approach to support educators with the use of AT in the school setting.
Show less - Author
- Bittner, Kendra
- 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
- 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
- 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
- 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
- Title
- President's Residence
- Title
- Preventing abandonment of Augmentative and Alternative Communication (AAC) devices for students with autism : parent perspectives for successful implementation
- Year Issued
- 2021
- Abstract
-
The purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children w...
Show moreThe purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children with ASD who use high-tech speech generating devices (SGDs) and receive special education services in school settings. By analyzing both qualitative and quantitative data, this study aims to create an initial framework for successful implementation of AAC for children with Autism Spectrum Disorders. A mixed methods design was chosen for this study. Parametric and nonparametric statistics were utilized to test the theory that ease of use, device usefulness, and ease of learning the AAC technology positively influence parent satisfaction. Transcripts from semi-structured interviews were manually coded to identify qualitative themes related to parent satisfaction with their children’s AAC devices. Three qualitative themes emerged: parents feel like they are not equal members of the IEP team, parents act as self-advocates, and parents have difficulty trusting the recommendations made by the school team. Quantitative data analyses revealed a strong positive correlation between ease of use and satisfaction, ease of learning and satisfaction, and usability and satisfaction. Triangulation of data through qualitative analysis confirm that satisfaction is related to ease of use, ease of learning, and usability of the high-tech AAC device. Future studies should investigate parent perspectives that lead to abandonment of speech generating devices in different regions of the United States and across underrepresented groups. In addition, preservice programs in special education and speech-language pathology should be studied in order to determine the extent to which students entering the field have been taught to engage in family-centered practice. Finally, future research should investigate strategies that lead to successful implementation of speech generating devices with children with ASD.
Show less - Author
- Lake, Sheri
- Title
- Preventing Abandonment of Augmentative and Alternative Communication (AAC) Devices for Students with Autism: Parent Perspectives for Successful Implementation
- Year Issued
- 2021
- Abstract
-
The purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children w...
Show moreThe purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children with ASD who use high-tech speech generating devices (SGDs) and receive special education services in school settings. By analyzing both qualitative and quantitative data, this study aims to create an initial framework for successful implementation of AAC for children with Autism Spectrum Disorders. A mixed methods design was chosen for this study. Parametric and nonparametric statistics were utilized to test the theory that ease of use, device usefulness, and ease of learning the AAC technology positively influence parent satisfaction. Transcripts from semi-structured interviews were manually coded to identify qualitative themes related to parent satisfaction with their children’s AAC devices. Three qualitative themes emerged: parents feel like they are not equal members of the IEP team, parents act as self-advocates, and parents have difficulty trusting the recommendations made by the school team. Quantitative data analyses revealed a strong positive correlation between ease of use and satisfaction, ease of learning and satisfaction, and usability and satisfaction. Triangulation of data through qualitative analysis confirm that satisfaction is related to ease of use, ease of learning, and usability of the high-tech AAC device. Future studies should investigate parent perspectives that lead to abandonment of speech generating devices in different regions of the United States and across underrepresented groups. In addition, preservice programs in special education and speech-language pathology should be studied in order to determine the extent to which students entering the field have been taught to engage in family-centered practice. Finally, future research should investigate strategies that lead to successful implementation of speech generating devices with children with ASD.
Show less - Author
- Sheri Lake
- Title
- Principals' perspectives in determining the least restrictive environment for students with disabilities in rural Northwestern Pennsylvania schools
- Year Issued
- 2021
- Abstract
-
his research was conducted to determine the perspectives of principals in determining the least restrictive environment for students with disabilities. When principals are placed into the role of Local Education Agency (LEA) they are part of the decision-making proce...
Show morehis research was conducted to determine the perspectives of principals in determining the least restrictive environment for students with disabilities. When principals are placed into the role of Local Education Agency (LEA) they are part of the decision-making process for determining the least restrictive environment (LRE) for individuals with disabilities in their schools. This research focused on the perceptions and attitudes that the principals have as it relates to special education. The research utilized a two-part investigation. For the first part, principals were asked to answer questions related to demographic data and educational experiences. Then, were asked a series of questions related to their attitudes toward inclusionary practices. Principals were then asked several hypothetical questions related to determining the LRE for students with disabilities. In the second part of the research, participants engaged in a face to face virtual interview that asked a series of questions related to their role as the LEA in their school and the perspectives that each principal had in relations to determining the LRE for students with disabilities. The results of the research indicated that principals lack the fundamental capacity to fully understand special education and its implications. The research showed and overwhelming need for in-depth professional development in the area of special education for principals as it relates to leading their schools and special education population. The need to build capacity to lead initiatives such as inclusion within their school is imperative in moving forward to ensure that individuals with special needs are educated in the LRE.
Show less - Author
- Maines, Brandon
- Title
- Providing tier 2 math interventions within core instruction
- Year Issued
- 2021
- Abstract
-
In 2004 the Individuals with Disabilities Education Act was reauthorized allowing states to use various models to determine Specific Learning Disability. The thought behind allowing schools and districts to use other models besides the discrepancy model involved the ...
Show moreIn 2004 the Individuals with Disabilities Education Act was reauthorized allowing states to use various models to determine Specific Learning Disability. The thought behind allowing schools and districts to use other models besides the discrepancy model involved the overidentification of Specific Learning Disabilities in students. One of the models stated in the reauthorization was Responsiveness to Intervention, RtI. Throughout the country, different models of RtI have been used and embraced by schools and districts. In PA, the decision to use RtI for SLD determination is up to each school and district. In the past ten years, RtI has is now part of a framework called Multi-Tiered System of Supports (MTSS). It is a systemic, constant improvement framework where data-based problem solving using benchmark and other assessments to make decisions is used to determine the needs of all students. RtI is part of that process. As more and more schools incorporate MTSS and RtI, this study seeks to examine the impact on student benchmark assessment scores when RtI is used within math core classrooms. This study also included an examination of the influence of professional development on teacher efficacy, including understanding all of the components of RtI, benchmark assessments, small group instruction, and evidence-based interventions. The study used both quantitative and qualitative methods. The quantitative methods included analysis of data from the Acadience benchmark assessment scores for 2nd grade students from three elementary schools. Data involved fall, winter, and spring assessment scores. The qualitative portion included interviews with teachers who attended the professional development training offered by the researcher and subsequent iterative analysis of interview transcripts and field notes. The results did not provide evidence that targeted professional development had an impact on student achievement. Students benchmark scores did not improve significantly from the winter to the spring. Only one teacher made a growth over the expected growth that was projected. Analysis of the teacher interviews indicates that teachers varied in their perception of professional development. Discussion of the findings and implications for further research are included.
Show less - Author
- Diane Pauli
- Title
- Publications
- Title
- A Qualitative Analysis of Administrative Oversight of Inclusionary Environments in Secondary Classrooms
- Year Issued
- 2020
- Abstract
-
The position of principal has evolved into one with many responsibilities ranging from managerial to visionary leader. Federal legislation has placed an added layer of responsibility through the implementation of Public Law 94-142 which supported social justice refor...
Show moreThe position of principal has evolved into one with many responsibilities ranging from managerial to visionary leader. Federal legislation has placed an added layer of responsibility through the implementation of Public Law 94-142 which supported social justice reforms that were meant to include students with disabilities and provide an education for them alongside their non-disabled peers. The changes brought about by this legislation and its iterations, the Individuals with Disabilities Education Act and No Child Left Behind Act, have supported inclusionary actions taken by schools and placed importance on effectiveness of the programs used to educate all students. Despite more students with disabilities being included in general education classrooms, schools still struggle with supporting effective inclusionary programs. This study conducted an exploration of a principal’s decision making processes by gathering descriptions of their background experiences, leadership, and structural management of inclusionary environments. It offers insight into what inclusionary environments look like through the eyes of the principal. Research was conducted through a case study with three principals using phenomenological techniques. This study revealed four themes that provide a vibrant description of the inclusionary environments in these principal’s buildings. The principals interviewed in this study discussed their background experiences as teachers, their professional certification coursework, leadership approaches and the structural management of inclusion. Their insight can help one to think about inclusion as they do on a daily basis.
Show less - Author
- William Jordan
- Title
- A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations
- Year Issued
- 2023
- Abstract
-
This qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For ...
Show moreThis qualitative research study analyzed open-ended survey responses from teachers and administrators regarding perceptions of the support administrators provide for culturally responsive practices and addressing the needs of at-risk and underserved populations. For purposes of this research study, the teacher group included educators who have an impact on the day-to-day functions within the classroom environment: paraprofessionals, assistants, and related service providers. Building-level principals, assistant principals, and central office administration including superintendent, assistant superintendent, curriculum supervisor, and special education supervisor(s) were included in the administrator group. Responses from both groups were reviewed separately and comparatively to determine whether there were similarities and differences between teachers’ perceptions of the supports provided by administrators and administrators’ perceptions of the supports they provide. Qualitative data were reviewed and evaluated to provide an analysis aligned with the study’s research questions. Participants were from a diverse group of professionals across Pennsylvania. Survey responses maintained full confidentiality of the participants for protection from any potential negative consequences or outcomes from their participation in the research project. A comprehensive review of the literature was completed to provide comparative data to complement the study results and analysis of individual survey responses. The overall outcome of the study is dependent on and limited based on the participant sample size and diversity of the participant environments. Keywords: administrator, confidential, correlation, culturally responsive, diversity, hand-coding, survey-based perception, participant, professional development, qualitative research study, retention, support, systematic inequalities, teacher
Show less - Author
- Smith, M. Glynnes
- Title
- Queens of Slippery Rock
- Abstract
-
The essay "Queens of Slippery Rock" from issue #13 of the SLAB literary magazine.
- Year Created
- 2017
- Year Issued
- 2018
- Author
- Rose Xavier, Brenna Waugaman
- Sub-title
- SLAB Issue #13