- Title
- Journal of Scholarly Endeavor
- Year Created
- 2009
- Sub-title
- Vol. 9
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2010
- Sub-title
- Vol. 10
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2011
- Sub-title
- Vol. 11
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2012
- Sub-title
- Vol. 12
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2013
- Sub-title
- Vol. 13
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2014
- Sub-title
- Vol. 14
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2015
- Sub-title
- Vol. 15
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2016
- Sub-title
- Vol. 16
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2017
- Sub-title
- Vol. 17
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2018
- Sub-title
- Vol, 18
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2019
- Sub-title
- Vol. 19
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2020
- Sub-title
- Vol. 20
- Title
- Journal of Scholarly Endeavor
- Year Created
- 2023
- Title
- Journal of Scholarly Endeavor
- Abstract
-
Slippery Rock University of Pennsylvania’s Symposium for Research and Scholarship, now the Symposium for Student Research, Scholarship and Creative Achievement, was created in 2001 to celebrate and share the scholarly achievements of the university community. Launche...
Show moreSlippery Rock University of Pennsylvania’s Symposium for Research and Scholarship, now the Symposium for Student Research, Scholarship and Creative Achievement, was created in 2001 to celebrate and share the scholarly achievements of the university community. Launched by Dr. Patrick A. Burkhart, the symposium and it’s Journal of Scholarly Endeavor were the result of a motion carried by the University Forum in May of 2000. The Journal of Scholarly Endeavor presents the abstracts of the annual Symposium, representing a broad collaboration of interests from across the institution. The journal was not published in 2021 or 2022.
Show less
- Title
- K-12 General Educator and Special Educator Knowledge and Preparedness in Special Education Law
- Year Issued
- 2024
- Abstract
-
Together, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act protect students with disabilities from discrimination and ensure that services are received in order to access the general education curriculum. K-12 general educatio...
Show moreTogether, the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act protect students with disabilities from discrimination and ensure that services are received in order to access the general education curriculum. K-12 general education teachers and special education teachers are among the most critical individuals in implementing the federal laws that protect students with disabilities in the school setting. Despite the shift to inclusive practices that is safeguarded by extensive procedures subject to litigation, past research has revealed a gap between educator knowledge and preparedness to implement special education law in the classroom. The purpose of the research was to answer the research questions, “What undergraduate preparation and professional development training do K-12 general educators and special educators receive regarding IDEA and Section 504 of the Rehabilitation Act, in one public school district?” and “To what extent are K-12 general education and special education teachers familiar with the Individuals with Disabilities Education Act and Section 504 of the Rehabilitation Act, in one public school district?” To obtain this information, a qualitative study was conducted consisting of a 10-question open-ended survey which was distributed to 10 general education teachers and 10 special education teachers in one public school district. Survey data was analyzed using an open-coding method. Three major findings emerged from the data and were categorized into themes. Theme one concluded that educator’s obtain knowledge of IDEA and Section 504 mainly by means of professional development and through a district administrator. Secondly, educators identify the main components of IDEA as being FAPE, LRE, IEPs, and parental involvement. The tertiary theme revealed educator’s identify the main component of Section 504 to be protection from discrimination for students with disabilities. Findings suggest that teachers may receive more training and coursework geared towards The Individuals with Disabilities Education Act when compared to Section 504 of the Rehabilitation Act. Additionally, years of experience seemed to have little impact on knowledge and preparedness pertaining to special education federal law.
Show less - Author
- McBroom, Kelley
- Title
- Kelly, Don Interview Audio
- Abstract
-
Audio recording of the interview of Don Kelly on [Date].
- Sub-title
- James Mennell Oral History Collection
- Title
- Kelly, Donald Interview Audio
- Year Created
- 1988
- Abstract
-
Audio recording of the interview of Don Kelly on July 12, 1988.
- Sub-title
- Slippery Rock University Centennial Oral History Collection
- Title
- Kelly, Donald Interview Audio
- Year Created
- 2009
- Abstract
-
Audio recording of the interview of Donald Kelly conducted on March 20, 2009.
- Sub-title
- ROCKvoices Oral History Project
- Title
- Kelly, Donald Interview Transcript
- Year Created
- 2009
- Abstract
-
Transcript of the interview of Donald Kelly conducted on March 20, 2009.
- Sub-title
- ROCKvoices Oral History Project
- Title
- Kelly, Donald Interview Video Clip
- Year Created
- 2009
- Abstract
-
Video clip from the interview of Donald Kelly conducted on March 20, 2009.
- Sub-title
- ROCKvoices Oral History Project