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Transition experiences of college students with disabilities between high school graduation and enrollment in postsecondary education and its correlation with student self-determination, college readiness, and registration for disability services during t
Transition experiences of college students with disabilities between high school graduation and enrollment in postsecondary education and its correlation with student self-determination, college readiness, and registration for disability services during the freshman year of college
Phillips, Melinda
Students with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommod...
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Students with disabilities who do not receive effective transition planning during their high school years may lack self-determination skills and be ill equipped to advocate or conjure up the skills necessary to independently self-disclose for the receipt of accommodative support services at the post-secondary level. This study sought to identify the relationship between these variables.
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2022
Transition Coordinators:
Transition Coordinators:
A Needed Change in Special Education
Rockwell, Jamie
Graduating from high school is a pivotal milestone in a young person's life, symbolizing independence and the promise of future opportunities. However, for students with disabilities, this experience can differ significantly due to the unique challenges they face whe...
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Graduating from high school is a pivotal milestone in a young person's life, symbolizing independence and the promise of future opportunities. However, for students with disabilities, this experience can differ significantly due to the unique challenges they face when transitioning into adulthood. A key component of their special education programming is preparing them for life beyond high school. However, challenges arise when special education teachers lack the knowledge or confidence to effectively write and implement a transition plan that addresses the individual needs of their students. This study explores the perspectives and experiences of special education team members regarding the implementation of a transition coordinator and its impact on special education programming.
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2025
Tonic Sol-Fa Publicity Photograph
Tonic Sol-Fa Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Tonic Sol-Fa Publicity Photograph
1994
Tommy Miles Reggae Band Publicity Photograph
Tommy Miles Reggae Band Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Tommy Miles Reggae Band Publicity Photograph
1992
Tommy Blaze Publicity Photograph
Tommy Blaze Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Tommy Blaze Publicity Photograph
1993
Tommy Belmont Publicity Photograph
Tommy Belmont Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Tommy Belmont Publicity Photograph
1992
Tomeo, Melba Interview Video Clip
Tomeo, Melba Interview Video Clip
ROCKvoices Oral History Project
Video clip from the interview of Melba Tomeo conducted on September 29, 2008.
2008
Tomeo, Melba Interview Transcript
Tomeo, Melba Interview Transcript
ROCKvoices Oral History Project
Transcript of the interview of Melba Tomeo conducted on September 29, 2008.
2008
Tomeo, Melba Interview Audio
Tomeo, Melba Interview Audio
ROCKvoices Oral History Project
Audio recording of the interview of Melba Tomeo conducted on September 29, 2008.
2008
Tom DeLuca Publicity Photograph
Tom DeLuca Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Tom DeLuca Publicity Photograph
1996
Thomas Ball Publicity Photograph
Thomas Ball Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Thomas Ball Publicity Photograph
1993
Theories of the Old School Publicity Photograph
Theories of the Old School Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Theories of the Old School Publicity Photograph
1992
Teresa Publicity Photograph
Teresa Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Teresa Publicity Photograph
1993
Teachers' perceptions of successfully sustained PBIS programs
Teachers' perceptions of successfully sustained PBIS programs
Pfeiffer, Nathan
Positive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and t...
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Positive Behavioral Interventions and Supports (PBIS) is a system of support that includes proactive interventions for defining, teaching, and supporting student behaviors to ensure a positive school atmosphere. PBIS programs are being implemented more and more and there is a large amount of research and literature about best practices when implementing these programs, but not as much on sustaining these programs. The purpose of this mixed methods study is to look at successfully sustained PBIS programs and to find commonalities from teacher perspectives on these programs. Finding these common trends will help other schools and districts being able to maintain their PBIS program after implementation. The data for this study was collected through teacher responses to open-ended questions on PBIS programs and ratings based on Likert-type questions on the importance and effectiveness of key PBIS program components. The school used for this study had been identified by the state of Pennsylvania as having sustained fidelity with their PBIS program. Themes that emerged from this research were the importance of adapting programs, staff buy-in, the use of data, teacher training and professional development, administrative support, and the token economy. These findings show the need to continually make changes to programs over time, the proper use of data, continued professional development, and the importance of funding to sustain PBIS programs.
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2022
Teachers' Attitudes Towards Inclusion and the Effect on Professional Development
Teachers' Attitudes Towards Inclusion and the Effect on Professional Development
Sub-Title test field.
Joyce A. Carr
Inclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclu...
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Inclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclusive education is impacted by many factors, one being the attitude of the teachers. Attitude is comprised of three components, Behavioral, Cognitive and Affective (Gregory & Noto, 2012). Understanding what component is a strength or an area that could use improvement will enable educational leaders to develop professional development and training opportunities to address their educators' gaps in attitude in regards to inclusive education. This study identified whether there was a relationship between teacher attitude about inclusion and their teaching assignment, level at which they teach and/or years of teaching experience. A survey was conducted resulting in 219 participants completing the necessary information to be included in the research, which included three demographic questions, as well as a nine item Likert scale questionnaire. General education teachers made up 69.90% of the participants, special education teachers made up 30.10%. Elementary educators were 58% of the respondents, secondary were 42%. Regarding years of teaching experiences for the participants, 7.3% had 0-3 years, 11.9% had 4-9 years and the largest majority of respondents, 80.80%, had ten years or more. After receiving the survey for this quantitative study, responses were analyzed using SPSS, descriptive statistics, Cronbach a, t-Tests, ANOVA and multiple linear regression. Findings of this study indicated general education teachers have a lower level of agreement than their special education colleagues in both the cognitive and affective components of attitude towards inclusion for students with disabilities. Results also indicated that teachers with more than ten years of teaching experience have lower cognitive agreement than those who have taught for fewer years. Lastly, the study showed there was no significant difference in regards to the three components based on the grade level teachers taught. From this study, recommendations for professional development and trainings, as well as future research, were addressed.
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2018
Teachers' attitudes towards inclusion and the effect on professional development
Teachers' attitudes towards inclusion and the effect on professional development
Joyce A. Carr
Inclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclu...
Show more
Inclusive education has increased for students with disabilities within our public schools since the reauthorization of IDEA ( 1997). This change has resulted in a paradigm shift for both general and special education teachers. Research has shown the success of inclusive education is impacted by many factors, one being the attitude of the teachers. Attitude is comprised of three components, Behavioral, Cognitive and Affective (Gregory & Noto, 2012). Understanding what component is a strength or an area that could use improvement will enable educational leaders to develop professional development and training opportunities to address their educators' gaps in attitude in regards to inclusive education. This study identified whether there was a relationship between teacher attitude about inclusion and their teaching assignment, level at which they teach and/or years of teaching experience. A survey was conducted resulting in 219 participants completing the necessary information to be included in the research, which included three demographic questions, as well as a nine item Likert scale questionnaire. General education teachers made up 69.90% of the participants, special education teachers made up 30.10%. Elementary educators were 58% of the respondents, secondary were 42%. Regarding years of teaching experiences for the participants, 7.3% had 0-3 years, 11.9% had 4-9 years and the largest majority of respondents, 80.80%, had ten years or more. After receiving the survey for this quantitative study, responses were analyzed using SPSS, descriptive statistics, Cronbach a, t-Tests, ANOVA and multiple linear regression. Findings of this study indicated general education teachers have a lower level of agreement than their special education colleagues in both the cognitive and affective components of attitude towards inclusion for students with disabilities. Results also indicated that teachers with more than ten years of teaching experience have lower cognitive agreement than those who have taught for fewer years. Lastly, the study showed there was no significant difference in regards to the three components based on the grade level teachers taught. From this study, recommendations for professional development and trainings, as well as future research, were addressed.
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2018
Teacher preparedness for educating students with emotional disturbances within the inclusive setting
Teacher preparedness for educating students with emotional disturbances within the inclusive setting
Susan Stegman
Approximately fourteen percent or 6.7 million school age children in the United States have a disability. Of those fourteen percent of students, it is estimated that 335,000 or five percent of those students qualify under the criteria of emotional disturbance (Nation...
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Approximately fourteen percent or 6.7 million school age children in the United States have a disability. Of those fourteen percent of students, it is estimated that 335,000 or five percent of those students qualify under the criteria of emotional disturbance (National Center for Education Statistics (NCES), 2020). Many of these students are included with general education peers and taught by general education teachers. While the teachers strive to implement supports and services to provide an equitable education, it appears that teachers do not enter the field with foundational knowledge or practice. Research has focused on pre-service teacher programs as well as preparedness of teachers to work with students of specific disabilities such as autism spectrum disorder and students who are deaf or hard of hearing. Other research has focused on teacher's literacy in the field of mental health and awareness around mental health needs of students. This study aims to bridge the gap between these areas of research. The study design utilized an interview of twelve current general education teachers to gain information regarding teacher’s pre-service training and experience in supporting students with emotional disturbance within the inclusive setting. Information gained from this study can inform future programming for general educators to best support students with emotional disturbance in the inclusive setting.
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2022
TC Smith Publicity Photograph
TC Smith Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the TC Smith Publicity Photograph
1992
Taylor, David Interview Video Clip
Taylor, David Interview Video Clip
ROCKvoices Oral History Project
Video clip from the interview of David Taylor conducted on November 20, 2015.
2015
Taylor, David Interview Transcript
Taylor, David Interview Transcript
ROCKvoices Oral History Project
Transcript of the interview of David Taylor conducted on November 20, 2015.
2015
Taylor, David Interview Audio
Taylor, David Interview Audio
ROCKvoices Oral History Project
Audio recording of the interview of David Taylor conducted on November 20, 2015.
2015
The Symphonic Wind Ensemble
The Symphonic Wind Ensemble
2016
The Symphonic Wind Ensemble
The Symphonic Wind Ensemble
2015
The Symphonic Wind Ensemble
The Symphonic Wind Ensemble
2017