Search Results145 to 168 of 677
 Effects of implementing a transition curriculum using Google Classroom on the self-determination, post-secondary readiness, and career readiness skills of high school students with high incidence disabilities
Effects of implementing a transition curriculum using Google Classroom on the self-determination, post-secondary readiness, and career readiness skills of high school students with high incidence disabilities
Katie Williams
Students with high incidence disabilities continue to fall behind when compared to their nondisabled peers who experience much greater post-secondary and employment success after high school. The purpose of the study was to determine if using Google Classroom to impl...
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Students with high incidence disabilities continue to fall behind when compared to their nondisabled peers who experience much greater post-secondary and employment success after high school. The purpose of the study was to determine if using Google Classroom to implement a transition curriculum would affect the career readiness, post-secondary readiness, and self-determination skills of students with high incidence disabilities. The literature review revealed that there are several definitions and theories defining the components that comprise an effective transition curriculum. Using Google Classroom transition modules were created and implemented that focused on the components: age-appropriate assessments, individualized and student-centered planning and goal setting, career exploration, post-secondary training exploration, employment preparations, and self-determination. A quantitative study was designed to determine whether utilizing Google Classroom had an effect on the self-determination, career readiness, and post-secondary readiness skills of the student participants. Two rating scales were utilized, and a Wilcoxon signed-rank test was used to analyze the data. Utilizing Google Classroom had an overall positive effect on the self-determination, career readiness, and post-secondary readiness skills. The transition curriculum also had a positive effect on all areas except leisure activities. This positive effect has many implications on future transition educational practices and post-high school outcomes for students with disabilities. This positive effect could help students secure financial stability and successfully live independently after high school.
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2021
The effects of music therapy on social skills in individuals with autism
The effects of music therapy on social skills in individuals with autism
a meta-analysis
Hannah Rux
Over the past decades, the rate of autism has increased around the world (Ghasemtabar et al., 2015). A prolonged impairment in social skills and communication is a key feature of autism. According to Vaiouli and Schertz (2012) joint attention is an important developm...
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Over the past decades, the rate of autism has increased around the world (Ghasemtabar et al., 2015). A prolonged impairment in social skills and communication is a key feature of autism. According to Vaiouli and Schertz (2012) joint attention is an important developmental milestone for developing higher levels of social engagement. The delay or absence of joint attention is typically seen in individuals with autism (Vaiouli & Schertz, 2012). Given that there is no known treatment or cure for autism, the focus in supporting individuals with autism is aimed toward implementing an intervention strategy that targets the symptoms of autism (Yum et al., 2020). The current investigation conducted a meta-analysis on the effects of music therapy on social skills in individuals with autism. The analysis for this study was based on data from four research studies providing 20 effect size estimates. The sample within the four studies included data from 117 participants. The sample size for the effect size analysis was based on a sample size of n = 596. The four articles included in this meta-analysis produced an overall large positive significant effect size of d = 0.572 with a 95% confidence interval of 0.37 to 0.78. The mean effect size suggests a large significant effect from music therapy across all studies. All studies included in this current investigation published and reported overall positive results. The Q-statistic tests revealed significant heterogeneity across all studies, with variability across the mean effect size estimates, ranging from d = - 0.14 to d = 1.28. Since the effect size estimates were all positive for the published studies, it is likely that publication bias existed in the studies used in this meta-analysis. According to Walker et al. (2008) high levels of heterogeneity can compromise the conclusion of a meta-analysis, therefore future research is also needed to help decrease the level of heterogeneity across studies.
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2023
The effects of physical exercise on stereotypic behaviors in autism
The effects of physical exercise on stereotypic behaviors in autism
a meta-analysis
Christopher W. Tarr
The prevalence rate of children with autism has been on the rise for the past 20 years. A hallmark characteristic of this disorder is the presence of stereotypic behaviors. Children who engage in stereotypic behaviors experience difficulties in effectively interactin...
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The prevalence rate of children with autism has been on the rise for the past 20 years. A hallmark characteristic of this disorder is the presence of stereotypic behaviors. Children who engage in stereotypic behaviors experience difficulties in effectively interacting with their surrounding environment. Both consequence-based and antecedent based interventions have been successful in decreasing these interfering behaviors. The performance of physical exercise has shown positive results as both a consequence based and antecedent based intervention in reducing stereotypic behaviors. The current investigation conducted a meta-analysis on the effects of physical exercise on stereotypic behaviors in individuals with autism. This study was able to run this meta-analysis using both aggregate score studies and single subject design studies. This study identified 10 research articles that met all of the inclusion criteria. The 10 articles were coded according to sixteen primary moderators and four peripheral moderators. The 10 articles produced an overall large effect size of d = -.456. This large effect size demonstrated that physical exercise is effective in decreasing stereotypic behaviors in individuals with autism. However, no significant statistical difference was observed within any of the primary and peripheral moderators. The lack of significant statistical difference within any of the moderators lead the current investigator to conclude that the effect of physical exercise on stereotypic behaviors in individuals with autism may not be impacted by external factors. Further research is needed to determine the internal neurobiological effects of physical exercise on stereotypic behaviors in individuals with autism.
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2018
The effects of staff training in blocking techniques and trauma informed care on the number of student restraints in a special education setting at a suburban public-school district
The effects of staff training in blocking techniques and trauma informed care on the number of student restraints in a special education setting at a suburban public-school district
Edward G. Nientimp
The purpose of this study was to determine if the implementation of a staff development program that included instruction in trauma informed care, de-escalation, and the use of soft blocking pads (Ukeru ™) would influence the number of times students attending public...
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The purpose of this study was to determine if the implementation of a staff development program that included instruction in trauma informed care, de-escalation, and the use of soft blocking pads (Ukeru ™) would influence the number of times students attending public-school special education programs were physically restrained. Restraint reduction/elimination efforts have been documented at psychiatric hospitals and residential treatment facilities for individuals with disabilities but not in public-school settings. There are many peer reviewed studies in the professional literature that detail the potential negative effects of restraint which include injury, trauma, negative perceptions, and sometimes death. This quasi-experimental design employed a retrospective data analysis to determine the usage of restraint across multiple school district supported programs. In this study data that was submitted to the Pennsylvania Department of Education's Restraint Information System of Collection (RISC) by one school district was analyzed over a three-year period. State wide data reports were also analyzed. Restraints per student, total restraints, mean number of restraints, and injuries to students or staff were rep01ied and analyzed to dete1mine trends over the three-year study. The nomandom sample was dete1mined by program assignment. Students attended either a public-school special education program, a residential treatment facility program, a partial hospitalization classroom, or an approved private school. The public-school students (all identified as eligible and in need of special education) were exposed to the Ukeru™ intervention during pmi of year two, and all of year three. All other groups served as comparison groups where the use of restraint continued to be used as a crisis management intervention. The use of restraint was eliminated in year three in the public-school special education setting. The Ukeru™ intervention was employed with the same number of students that had been traditionally restrained, suggesting that use of the trauma informed care, de-escalation, and soft blocking pads (Ukeru™) replaced the need for restraint. All comparison groups continued to regularly utilize restraint, with a substantial increase in restraints occurring at the residential treatment facility and overall across the state of Pennsylvania. There was no reduction in injuries associated with the utilization of the Ukeru™ intervention. Three years of data review supports that student and staff injuries occurred at very low rates at all school district supported programs prior to the implementation of Ukeru™ (year one), during the trial school year (year two), and during full implementation (year three).
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2018
 The efficacy of equine-assisted activities on social outcomes of individuals with autism spectrum disorder
The efficacy of equine-assisted activities on social outcomes of individuals with autism spectrum disorder
a qualitative case study
Trisha Huston
Individuals with autism spectrum disorder (ASD) have shown improvement through the use of various therapeutic approaches. Identifying these approaches that engage individuals with ASD is essential in facilitating opportunities for lessening the impact of symptoms. A ...
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Individuals with autism spectrum disorder (ASD) have shown improvement through the use of various therapeutic approaches. Identifying these approaches that engage individuals with ASD is essential in facilitating opportunities for lessening the impact of symptoms. A recent CDC report indicates the prevalence to be 1 in 54 children are diagnosed with autism spectrum disorder (Roth, 2020). While the prevalence continues to escalate, the epidemiology has yet to be discovered. While there is no cure for autism spectrum disorder (ASD), there are forms of therapy that have been proven to be successful in lessening the associated symptomatic behaviors. The most distinct classifiers related to ASD include sensory impairments, communication and speech delays, and restrictive, yet repetitive patterns of behavior or interests. This study intends to examine the parental viewpoint on correlations existing between equineassisted therapies (EAT) and communication skill improvements of adolescents with autism. Equine-assisted therapies have been found to be successful in the improvement of modality, communication deficits, and behavioral needs of individuals with disabilities. The parental viewpoint and input of such therapies has not been as stringently studied.
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2021
Eisenberg Classroom Building
Eisenberg Classroom Building
Electronic Theses and Dissertations
Electronic Theses and Dissertations
Electronic Theses and Dissertations completed by Slippery Rock University Students.
Elon Gold Publicity Photograph
Elon Gold Publicity Photograph
Xtremes Publicity Photograph Collection
Digitized copy of the Elon Gold Publicity Photograph
1991
Embodied Speech Through Song
Embodied Speech Through Song
A Queer Autoethnographic Exploration of Gender Affirming Voicework in Music Therapy
Maevon Gumble
Through queer autoethnography (i.e., queerly telling stories), I have explored the beginning development of a gender affirming voicework method within music therapy, informed by my personal experiences of seeking a more affirming voice for myself as a nonbinary trans...
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Through queer autoethnography (i.e., queerly telling stories), I have explored the beginning development of a gender affirming voicework method within music therapy, informed by my personal experiences of seeking a more affirming voice for myself as a nonbinary trans person, specifically doing this through my singing voice. This was further informed by literature from the fields of speech-language pathology, vocal pedagogy, and music therapy. This method will potentially provide a uniquely holistic space, working with the physical voice in terms of working on gendered behavioral changes and healthy vocal habits; the psychological voice in terms of supporting the emotional relationship that a person has with their voice, body, and Self; and the body in terms of encouraging relaxation and groundedness as well as working with the ways a person expresses/relates to their voice, body, and Self. In attempts to ignite a conversation around the possibilities of gender-based work within music therapy for trans, nonbinary, and cis individuals, I share my experiences of engaging in gender affirming voicework. Although this voicework is likely relevant to all individuals, it is perhaps more pertinent for trans and nonbinary folk. This is reflected throughout my autoethnography.
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2019
Evanoski, Walter Interview Audio
Evanoski, Walter Interview Audio
Baseball in Pennsylvania Oral History Collection
Audio recording of the interview of Walter Evanoski.
1994
An Evening of Choral Music
An Evening of Choral Music
Uniqueness in Unison
2022
An Evening of Choral Music
An Evening of Choral Music
Uniqueness in Unison
2022
Evenoski, Walter Interview Transcript
Evenoski, Walter Interview Transcript
Baseball in Pennsylvania Oral History Collection
Transcript of the interview of Walter Evenoski on November 20, 1994.
1994
An Examination of Elementary School Librarians' Self-efficacy Beliefs in Serving Students with Disabilities
An Examination of Elementary School Librarians' Self-efficacy Beliefs in Serving Students with Disabilities
Jessica Jordan
The purpose of this study was to investigate the self-efficacy beliefs of elementary school librarians in meeting the needs of students with disabilities in the library classroom. Quantitative methods were used through the administration of a survey instrument previo...
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The purpose of this study was to investigate the self-efficacy beliefs of elementary school librarians in meeting the needs of students with disabilities in the library classroom. Quantitative methods were used through the administration of a survey instrument previously developed and implemented in general classrooms (Dawson & Scott, 2013). The instrument evaluated five factors potentially impacting self-efficacy: (a) instruction, (b) professionalism, (c) teacher support, (d) classroom management, and (e) related duties. The theoretical framework outlined for the study was based upon Bandura (1977). As the work of Bandura focuses on perceptions, the survey instrument asked participants to rank their perceived abilities on 14 initial constructs and the five factors listed above. Participants (n=35) were recruited through a listserv designed for school librarians (K-12) within Pennsylvania. Due to the small sample size (n=35), Partial Least Squares-Structural Equation Modeling (PLS-SEM) was utilized for data analysis. (Hair et al., 2017). Findings showed each of the five manifest variables captured in the survey instrument impacted elementary librarians’ perceptions yet the analysis of these factors as one body, the Higher Order Construct (HOC) was statistically significant. In using the PATH Model function of PLS-SEM, analysis showed that instruction, professionalism, and classroom management were statistically significant independently but HOC demonstrated greater significance. The study found that 50% of participants had a mean score of 4 or higher on the Likert scale used within the survey, indicating an overall average of participants having "some ability" or higher demonstrated lower levels of self-efficacy in meeting the needs of students with disabilities.
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2021
 An examination of elementary school librarians' self-efficacy beliefs in serving students with disabilities
An examination of elementary school librarians' self-efficacy beliefs in serving students with disabilities
Jessica Jordan
The purpose of this study was to investigate the self-efficacy beliefs of elementary school librarians in meeting the needs of students with disabilities in the library classroom. Quantitative methods were used through the administration of a survey instrument previo...
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The purpose of this study was to investigate the self-efficacy beliefs of elementary school librarians in meeting the needs of students with disabilities in the library classroom. Quantitative methods were used through the administration of a survey instrument previously developed and implemented in general classrooms (Dawson & Scott, 2013). The instrument evaluated five factors potentially impacting self-efficacy: (a) instruction, (b) professionalism, (c) teacher support, (d) classroom management, and (e) related duties. The theoretical framework outlined for the study was based upon Bandura (1977). As the work of Bandura focuses on perceptions, the survey instrument asked participants to rank their perceived abilities on 14 initial constructs and the five factors listed above. Participants (n=35) were recruited through a listserv designed for school librarians (K-12) within Pennsylvania. Due to the small sample size (n=35), Partial Least Squares-Structural Equation Modeling (PLS-SEM) was utilized for data analysis. (Hair et al., 2017). Findings showed each of the five manifest variables captured in the survey instrument impacted elementary librarians’ perceptions yet the analysis of these factors as one body, the Higher Order Construct (HOC) was statistically significant. In using the PATH Model function of PLS-SEM, analysis showed that instruction, professionalism, and classroom management were statistically significant independently but HOC demonstrated greater significance. The study found that 50% of participants had a mean score of 4 or higher on the Likert scale used within the survey, indicating an overall average of participants having "some ability" or higher demonstrated lower levels of self-efficacy in meeting the needs of students with disabilities.
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2021
An examination of the special education cyclical monitoring process through a socio-technical system's lens
An examination of the special education cyclical monitoring process through a socio-technical system's lens
a case study of a suburban Pittsburgh school district
Christina Garczewski
The current study used a socio-technical system’s (STS) lens to examine how a suburban Pittsburgh school district applies the cyclical monitoring process. The use of a qualitative research method to examined how school districts and how school administrators use the ...
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The current study used a socio-technical system’s (STS) lens to examine how a suburban Pittsburgh school district applies the cyclical monitoring process. The use of a qualitative research method to examined how school districts and how school administrators use the cyclical monitoring process in special education to provide a foundation for developing appropriate regulations that guide in ensuring students with special needs receive adequate formal education. The researcher collected and discussed information about the participation of school administrators in using a cyclical monitoring process for decision-making at the district and building level through interviewing. Thematic analysis was used to analyze the collected data. All of the participants in this study demonstrated basic knowledge of the CMCI process and the impacts this process has on special education policies, procedures, and practices within the district. While each participant demonstrated a different level of understanding of how compliance monitoring enhances the services and programs offered in the district, all five participants recognized the benefits and needs for the CMCI process. All administrators interviewed described the CMCI process as a positive process to evaluate the district’s programming and reflect upon areas that need improvement. Common themes identified in this study included: resources/programming, interventions, and parent engagement. Based on this study, it can be concluded that the increase of administrators’ knowledge and participation in the CMCI process will improve compliance with special education regulations as well as improve education for all students with disabilities.
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2022
 Examining teachers' attitudes toward the inclusion of students using alternate standards in regular standards core academic classes
Examining teachers' attitudes toward the inclusion of students using alternate standards in regular standards core academic classes
Wendy Daniels Stewman
Creating a fully inclusive educational environment continues to be a topic for educational reform. Children with disabilities have the right to access their education in the Least Restrictive Environment. In the United States, this right is protected by the Individua...
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Creating a fully inclusive educational environment continues to be a topic for educational reform. Children with disabilities have the right to access their education in the Least Restrictive Environment. In the United States, this right is protected by the Individuals with Disabilities Education Act (2004). Approximately 13.3% of the total number of students with disabilities in the United States are educated in a separate setting. In comparison, 49.2% of all students with a disability in the United States identified as having a cognitive impairment continue to be educated in a separate class setting (U.S. Department of Education, 2019). This study will use mixed methods (quantitative and qualitative data) analysis to examine the attitude of middle school teachers toward the inclusion of students with a cognitive impairment who access their curriculum using alternate standards in the regular education class setting, available training, and needed resources. This study identified factors which influence teacher attitudes toward the inclusion of students using alternate standards, available training, and teacher perceptions for needed resources for an effective inclusion program at the middle school level. The information from the study will be used to provide recommendations to school leaders related to improving supports, training, and services for teachers with the goal of increasing the participation of students using alternate standards in the regular education setting.
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2021
Examining the effects of class size on student achievement in the Mohawk area school district
Examining the effects of class size on student achievement in the Mohawk area school district
an individual participant meta-analytic investigation
Lorree Houk
The issue of class size is a contentious issue in American education. While there is substantial empirical support for the existence of a negative correlation between class size and student achievement, numerous practical difficulties prevent schools from being able ...
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The issue of class size is a contentious issue in American education. While there is substantial empirical support for the existence of a negative correlation between class size and student achievement, numerous practical difficulties prevent schools from being able to further shrink class sizes. Policy-makers and educators need to achieve a more precise understanding of the degree to which class sizes make contributions to student achievement, as only such an understanding can allow decision-makers to set an effective class size policy. Educators have indicated that with smaller class sizes they are able to produce better student achievement results in reading and mathematics. With the increase in teacher accountability, class size is a topic discussed at the school district level. This independent meta-analytic investigation occurred within the Mohawk Area School District. The study sample included 93 reading classrooms and 97 mathematics classrooms ranging from grade levels kindergarten through eighth grade. The purpose of this quantitative case study based on statistical meta-analysis as to calculate the effect size of class size on student achievement in the Mohawk Area School District, Grades K-8. This purpose was achieved through calculating the effect size using Cohen's d. The i-Ready assessment was used as the standardized measure to calculate the effect of class size on achievement in reading and math. The analysis of this investigation indicates that there is no meaningful effect of class size on reading and math performance. These results are important considerations for the Mohawk Area School District as it faces budget constraints that impact the ability of the district to make class size decisions in the best interest of the staff and students.
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2017
 Examining the efficacy of universally delivered social and emotional learning curriculum, second step
Examining the efficacy of universally delivered social and emotional learning curriculum, second step
a mixed-method study of the effects on regular and special education student behavior and teacher instructional competence
Joseph Jablonski
Since the establishment of social emotional learning (SEL) as a conceptual framework to increase students’ prosocial and emotional competencies, research has been conducted to provide an evidence base to its programmatic effects. This study examined the efficacy of S...
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Since the establishment of social emotional learning (SEL) as a conceptual framework to increase students’ prosocial and emotional competencies, research has been conducted to provide an evidence base to its programmatic effects. This study examined the efficacy of Second Step, a universally delivered SEL curriculum. Evidence of efficacy is supplied through a mixed-method research design providing three separate data metrics for quantitative and qualitative analysis. The sample set was derived from the behavior data of 505 students who attended a suburban K-5 elementary school in northwest Pennsylvania for two consecutive years. Also included in the sample are 22 teachers who participated in a voluntary survey. Quantitative analysis was conducted through a quasi-experimental design utilizing a McNemar test to determine the statistical significance of negative behavior prevalence in comparing two school years. Additional quantitative data was supplied through a Likert-scale questionnaire. Contextual qualitative information was supplied from an open-ended survey. Through this study, it was determined that the Second Step SEL program had a statistically significant impact on the behaviors of students as well as an impact on the climate of the building. While teachers felt the stress of teaching the newly implemented SEL curriculum during the COVID-19 pandemic, results from the study suggest that the benefits of implementing the program outweighed this negative effect. Results also showed an impact on students in the special education emotional support subgroup. The evidence this study provides will help schools work to strengthen their students’ social, emotional, and behavioral capacities.
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2021
Experiences of Trust in Music Therapy
Experiences of Trust in Music Therapy
Perspectives of Child Survivors of Domestic Violence
Ashely Doron
This qualitative thematic analysis explored children’s varying degrees of trust during music therapy after having witnessed domestic violence. As rates of domestic violence increase across the United States, children’s sense of trust is affected and there is a need f...
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This qualitative thematic analysis explored children’s varying degrees of trust during music therapy after having witnessed domestic violence. As rates of domestic violence increase across the United States, children’s sense of trust is affected and there is a need for further music therapy research from the perspectives of these children. In this study, semi-structured interviews were conducted with four child survivors of domestic violence after receiving four months of music therapy to explore how they understand and experience trust, as well as how trusting relationships are established and maintained with a therapist. Additional questions considered personal qualities that lead to trust or distrust, aspects of music therapy experiences that lead to additional trust in the therapist at different times, how experiences of trust change over time, what contributes to this change, and how the sociocultural locations of the therapist and child influence trust. The findings demonstrated that trust is a complex process that evolves over time and depends on certain qualities in a therapist, familiarity, and various aspects of music therapy. Three main themes with 13 sub-themes were found: qualities for trust and distrust (qualities that increase trust, qualities that decrease trust), process of developing trust and overall evolution (initial distrust/trust, insecurities and fears from participants’ past, familiarity leads to trust, connection to family/friends, feelings and experiences with trust, builds over time), and qualities of music therapy experiences (autonomy and choice, familiarity and predictability, types of instruments, types of experiences, music contains a wide range of expression). Findings provide recommendations for how practicing music therapists can create a trusting therapeutic relationship with child, adolescent, and adult survivors of domestic violence.
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2023
An exploration of inclusionary environments as seen through the eyes of the school principal
An exploration of inclusionary environments as seen through the eyes of the school principal
William Jordan
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...
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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 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.
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2020
Exploring General Education Teachers' Perceptions of Children with Disabilities in General Education
Exploring General Education Teachers' Perceptions of Children with Disabilities in General Education
Erika Komp
This research proposal aims to explore the perceptions of general education teachers towards children with disabilities who are integrated into general education classrooms. This qualitative study seeks to gain insights into how these teachers perceive the abilities ...
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This research proposal aims to explore the perceptions of general education teachers towards children with disabilities who are integrated into general education classrooms. This qualitative study seeks to gain insights into how these teachers perceive the abilities and challenges of these children and how they believe they can best support them in their learning. The research will survey responses with a sample of general education teachers to collect data on their experiences and perspectives. The findings of this study could contribute to a better understanding of the attitudes and beliefs that inform teachers' practice towards children with disabilities in general education and inform the development of strategies to enhance inclusive education for all students.
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2023
Exploring Music Therapists' Engagement in Personal Musicking
Exploring Music Therapists' Engagement in Personal Musicking
McLean, Sarah
This study explores music therapists’ experiences of personal musicking. The research question is: What role does personal musicking play in the music therapist’s life? Data was collected using individual, semi-structured interviews with five music therapists in the ...
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This study explores music therapists’ experiences of personal musicking. The research question is: What role does personal musicking play in the music therapist’s life? Data was collected using individual, semi-structured interviews with five music therapists in the United States. Interviews were transcribed and coded for themes using reflexive thematic analysis. Seven themes emerged from the participant transcripts, which were (1) facets of positive musical relationship; (2) personal and professional connections; (3) ways of musicking; (4) music aspirations; (5) hindrances to musical relationship; (6) emotions; and (7) barriers to musicking. Within each theme, three to six subthemes were also identified, totaling 30 subthemes. Participants described a variety of music experiences which contribute to a positive musical relationship though many internal and external factors inhibited their actual ability to engage in musicking as much as they would like or desire. Participants compared their experiences of musicking in clinical spaces with that of their personal musicking, and the boundaries drawn between clinical and personal music were unique to each participant. Implications for the music therapy profession include: considerations of thinking styles and values around different types of musicking; a call for curricula adaptation in music therapy training to encourage musical identity formation via many ways of musicking; and encouragement for practicing clinicians to continue exploring their sense of musicianship to maintain ethical practice and recognize the ways that musicking influences their own health and wellness.
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2024
Exploring student understanding and perception of crisis intervention using a trauma informed approach versus a restraint based system
Exploring student understanding and perception of crisis intervention using a trauma informed approach versus a restraint based system
Mary Triana
The purpose of this study was to understand the perspectives of students who have experienced two different types of crisis intervention for aggressive or self-injurious behaviors, one being restraint and the other a restraint-free, trauma-informed approach. Studies ...
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The purpose of this study was to understand the perspectives of students who have experienced two different types of crisis intervention for aggressive or self-injurious behaviors, one being restraint and the other a restraint-free, trauma-informed approach. Studies on the use of restraint have found that it has detrimental emotional and physical effects, along with the risk of injury and death. Emerging research into the use of trauma-informed approaches (TIA) has demonstrated that they can substantially reduce or effectively negate the need for restrictive practices. For the purposes of this qualitative study, participants were in grades six through twelve and had a history with both restraint and Ukeru™. All were recruited from one school district in Pennsylvania and took part in face-to-face interviews with the researcher. Resulting themes confirmed previous negative associations with restraint. Conversely, Ukeru™ was described using neutral or positive terms and was deemed a safer option when students recalled experiences. The results of this study indicate that schools can safely support students in crisis without the use of restraint using Ukeru™, a TIA that avoids re-traumatization, increases safety, and maintains connections with staff.
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2022