Search Results1 to 24 of 64
Special Educators' Perspectives and Experiences with Workplace Bullying
Special Educators' Perspectives and Experiences with Workplace Bullying
Kristin Pierson-Malenky
The purpose of this study was to determine K-12 special educators’ perceptions and experiences with workplace bullying. Specifically, this study focused on the experiences of educators in PSEA’s Midwestern Region. Their perceptions and experiences are presented seque...
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The purpose of this study was to determine K-12 special educators’ perceptions and experiences with workplace bullying. Specifically, this study focused on the experiences of educators in PSEA’s Midwestern Region. Their perceptions and experiences are presented sequentially, through key cruces that evolved through the interview process. The participants in the study were five special educators, in various teaching positions, and at varying points in their careers. Each participant was interviewed for approximately 30 minutes via Zoom. This interview was a semi-structured format, discussing their experiences and perceptions of workplace bullying in their K-12 special education positions. The intention of this research was to gather perspectives of the participants about the growing phenomenon of workplace bullying, thus lending itself to a phenomenological research design. From each question in the interview the researcher extrapolated key cruces through multicyclic coding analysis. Creswell (2007) and Tracy (2013) suggest involving participants in the review process to ensure the accuracy and intentions of their interview responses. Therefore, following the interviews, each participant received an electronic copy of the transcribed interview and reviewed it for precision. This goal of this study is for participants’ voices to uncover potential connections or truths to help understand the phenomenon of workplace bullying. These findings may transfer to other occupations or fields also struggling with workplace bullying. The population sample is unique to my personal experience, but the overarching goal spreads further than K-12 special education departments. The combination of cruces revealed in Chapter IV, can be grouped into four key areas for the purpose of further discussion. These provide a solid foundation for understanding the participants responses concerning their experience and perceptions on workplace bullying. The four key areas are workplace environment and administrative applications, similarities and differences between special educators and general educators, experiences with workplace bullying and social structures in the workplace, and personal reflections participants wished to share. This study concludes that workplace bullying is occurring in all five participants districts in various formats. The participants are calling for administration to assist in creating a safe, productive, and positive work environment for all building members.
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2023
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
Perceived Levels of Burnout in Public School SLPs
Perceived Levels of Burnout in Public School SLPs
Christy Olexa DeCarlo
School-based speech-language pathologists (SLPs) experience high caseloads and increasing demands on their time. Simultaneously, levels of burnout are increasing across many fields, including education. As burnout rates are increasing, so are the numbers of workers l...
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School-based speech-language pathologists (SLPs) experience high caseloads and increasing demands on their time. Simultaneously, levels of burnout are increasing across many fields, including education. As burnout rates are increasing, so are the numbers of workers leaving specific fields. As of now, there are no studies that explore the level of burnout that school SLPs are facing. Therefore, the aim of this study was do determine these levels, identify the factors contributing to these feelings, and how they impact the potential for SLPs to leave the field. A qualitative study was completed via surveys sent to eligible school-based SLPs. The SLPs were asked to complete an open-ended survey, which would provide a snapshot of the lived experiences of the participants. The results showed that the SLPs that participated are experiencing similar situations, with similar constraints put on their time during work hours. All of the participants report experiencing at least one symptom of burnout, with many experiencing these feelings multiple times per week. The SLPs identified similar factors contributing to their feelings, as well as specific ways administrators could work to fix these problems. The results showed that, while SLPs are experiencing burnout, most are unlikely to leave the school-based sector at this time.
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2023
 School psychologists' perspectives
School psychologists' perspectives
a qualitative analysis of disability labeling and implications
Danielle Smyre
Factors beyond legal regulations, ethical practice, and training influence the identification process conducted by school psychologists when labeling a child with a disability. Research has not sought to go to the source and directly question the process of identific...
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Factors beyond legal regulations, ethical practice, and training influence the identification process conducted by school psychologists when labeling a child with a disability. Research has not sought to go to the source and directly question the process of identification from the perspective of school psychologists. This niche in the field of school psychology practice plays a larger role within special education, beckoning for an increased understanding of the cognitive dissonance and resolution processes experienced by school psychologists when labeling a child. Using a qualitative inquiry within a grounded theory, phenomenological framework, ten school psychologists from Berks County, Pennsylvania were interviewed. Interview transcript analysis was completed using manual, blending thematic coding, including inductive and deductive approaches. The research reveals insight into school psychologists’ thoughts, feelings, and perspectives of assigning a disability label to a child; salient factors influencing school psychologist disability labeling; and the cognitive dissonance and resolution processes experienced by school psychologists when assigning disability labels. Results indicate the presence of a vast array of thoughts and feelings experienced by school psychologists during the process of disability labeling. Salient factors during school psychologist decision-making to inform disability labeling, beyond federal and state identification criteria, are examined. Extending the present field of research, cognitive dissonance during decision-making and disability labeling was identified, with reflections upon the broader implications across special education considered. In totality, school psychologists feel the very real pressure to navigate the myriad of internal experiences and external factors to help students through disability identification and labeling.
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2023
 Effectiveness of inclusion in K-12 schools on students' academic performance
Effectiveness of inclusion in K-12 schools on students' academic performance
a qualitative study
Angela Confair
Students with disabilities are entitled to free appropriate public education in the least restrictive environment. With this mandate inclusionary practices are expected to be implemented into school districts nationwide. Inclusion is defined in many ways making it di...
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Students with disabilities are entitled to free appropriate public education in the least restrictive environment. With this mandate inclusionary practices are expected to be implemented into school districts nationwide. Inclusion is defined in many ways making it difficult for educators to effectively educated diverse students. The purpose of this qualitative descriptive study sought to understand how inclusion impacts the learning of all students. Twelve participants were used in this study that included general education teachers, special education teachers, and administrators. Semi-structured interviews were conducted which each participant. The results of this study conclude that many educators feel unprepared to educate diverse classrooms and uneducated on special education regulations. A recommendation for future research is to evaluate the effectiveness of teacher preparation programs. Finally, there is a need for more professional development and training in the area of special education for educators.
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2023
The Importance of Employability Skills for Students with Disabilities
The Importance of Employability Skills for Students with Disabilities
A Comparison of Employer and Educator Perspectives
Karen Eppley
A misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without...
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A misalignment exists between instruction provided in schools for students with disabilities preparing for employment and the employers’ expectations for entry-level employees. Task-related social behaviors are one set of necessary skills individuals with and without disabilities need to maintain employment. This study compared descriptions of task-related social behaviors provided by employers’ and educators’ through an online survey. Additionally, employers’ and educators’ importance ratings for the same task-related social behaviors were analyzed. Results show employers and educators agree on descriptions and importance ratings for some of the task-related social behaviors included in this study and have differing opinions for others. An employee that can exhibit appropriate task-related social behaviors will strengthen coworker relationships, demonstrate personal growth, and add to business success. Results of this study may provide a starting point for restructuring secondary transition programming for students with disabilities to include more direct instruction of necessary social skills during work-based learning experiences.
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2023
A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations
A qualitative research study on the impact of administrative support and access to culturally responsive tools among teachers serving at-risk populations
M. Glynnes Smith
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 ...
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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 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
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2023
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
A correlational study
A correlational study
Kindergarten readiness and third grade state assessment scores within Title I and non-Title I schools
Danelle Locke
2023
Why parents choose or do not choose cyberschools for their children
Why parents choose or do not choose cyberschools for their children
David Furka
Parents and guardians have many options regarding the type of educational institution that their child can attend. The two most common options for school-aged children are a traditional brick-and-mortar school or a cyberschool. Since children come from diverse backgr...
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Parents and guardians have many options regarding the type of educational institution that their child can attend. The two most common options for school-aged children are a traditional brick-and-mortar school or a cyberschool. Since children come from diverse backgrounds, have individual needs, and learn differently, it is important for children and their parents and guardians to understand what each type of school has to offer so they can make an informed decision. This study aimed to understand the specific reasons why parents and guardians choose cyberschools for their children. Ten participants were asked to complete a survey and answer open-ended interview questions; answers were analyzed using Weiss’s 4 I’s framework to determine key factors of school choice. Furthermore, participant responses and collected enrollment data were analyzed to determine student enrollment trends over the past five years at six cyberschools in Pennsylvania. The findings of this study indicated that there are specific, but different, characteristics that both cyberschools and brick-and-mortar schools possess that influence parents and guardians choices regarding educational institutions. Based on this study some parents and guardians prefer the safety and teacher communication that cyberschools offer, and some parents and guardians prefer the extracurricular activities that brick-and-mortar schools offer. Additionally, this study analyzes if the Covid-19 pandemic persuaded parents and guardians to choose one type of school over the other. The data collected from this study can help parents and guardians make informed decisions, based on their children’s needs, to which type of schooling would be most beneficial to them. Additionally, data can help school administrators make changes within their school to help maintain or increase student enrollment by meeting a larger range of student needs.
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2023
The effects of an interactive online learning platform on second-grade students' mathematics performance
The effects of an interactive online learning platform on second-grade students' mathematics performance
Alyssa Swartzfager
As the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially childr...
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As the effects of the COVID-19 pandemic continue to surface, educational deficits are the main concern for many educators across the United States. Research has spelled out various effects the global pandemic and remote learning has had on families, especially children and their academic progress. Regardless of the cause, educators are planning their approach on how to fill the educational gaps presented to them to ensure all students achieve academic success. While utilizing a single subject criterion changing quantitative methodology, the purpose of this study was to identify whether IXL Learning was a successful intervention for second-grade students demonstrating a need for remediation of place value skills, as measured by researcher-created, curriculum-based weekly assessments. Data shows a slight increase in weekly researcher-created, curriculum-based assessments centering around place value skills, a large number of exposed place value questions for each student, and a slight increase in place value scores. However, a general pattern of criterion shifting was not found while utilizing IXL Learning as an interventional practice. It is recommended that a blended educational approach with various components be utilized for instructing place value concepts at the second-grade level.
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2023
 The untapped superpower of comics
The untapped superpower of comics
the positive effects of a comic reading curriculum in a special education classroom
Peter Nolan
The purpose of this mixed methods action research case study was to determine if the use of a researcher-created comic reading curriculum would improve students’ knowledge of Tier Two academic vocabulary, increase oral reading fluency rates, and lead to increased lev...
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The purpose of this mixed methods action research case study was to determine if the use of a researcher-created comic reading curriculum would improve students’ knowledge of Tier Two academic vocabulary, increase oral reading fluency rates, and lead to increased levels of student engagement in a pull-out special education classroom. A multiple-choice vocabulary pretest was administered at the start of the study, followed by a nine-week intervention period in which students were instructed with a researcher designed comic curriculum. The vocabulary test was administered again at the conclusion of the study. A running record was used as the assessment to determine student reading fluency growth. The data (scores) collected from the running record examined any effects in student oral reading fluency from the first day of research to the ninth week of research. The researcher, acting as a participant observer, took daily notes in a field log with attention to behaviors of student engagement. The four student participants were selected by the researcher. The researcher taught for nine weeks, thirty minutes a day. The data from the pre and posttest was analyzed using a paired sample t-test to determine if the scores of participants showed a significant improvement. The data collected from the running records of reading rates for each student were analyzed using linear regression analysis to determine if improved reading rates were statistically significant. Observational data was entered into Dedoose qualitative data analysis software and analyzed using a Grounded Theory (Glaser et. al. 1968) approach in which new theories emerged through a deductive process. The results of the t-test showed that all students made significant improvements in knowledge of the targeted Tier Two vocabulary. Analysis of running records showed that only one student had a significant increase in their rate of oral reading fluency. All students exhibited increased behaviors of engagement as demonstrated by their abilities to complete three tasks in a session and to contribute to a positive learning environment. The results imply that practitioners could use a comic curriculum with similar components to achieve positive academic outcomes for students receiving special education support. Future research of a similar curriculum might focus on its potential uses for English Language Learners.
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2022
 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
 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
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
Melinda Phillips
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
 Teachers' perceptions of successfully sustained PBIS programs
Teachers' perceptions of successfully sustained PBIS programs
Nathan Pfeiffer
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
 Trauma-informed care
Trauma-informed care
exploring the perceptions of secondary general education teachers
Nicole Burson-Belcher
Trauma exposure during adolescence is common and has dramatically increased nationally. Trauma exposure is associated with emotional, mental, and behavioral problems, such as, depression, anxiety, delinquency, substance abuse, suicidality, and posttraumatic stress di...
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Trauma exposure during adolescence is common and has dramatically increased nationally. Trauma exposure is associated with emotional, mental, and behavioral problems, such as, depression, anxiety, delinquency, substance abuse, suicidality, and posttraumatic stress disorder (PTSD) (Darnell et al., 2019). While new legislation, programs, and school leadership have sought to address these problems, no significant changes have been documented. At the forefront, teachers witness students’ mental health needs, in conjunction with declining academic performance, behavior, socialization, and emotional state. Further studies must be conducted to gain the teachers’ perspective on trauma-informed care (TIC) in order to provide critical information to educational leadership and policymakers in hopes of solving or at least reducing these problems. Such information was gathered in this phenomenological research study, where interviews were conducted with five secondary general education teachers within public school systems in Southwestern Pennsylvania. Data was collected by asking the participants open-ended questions about their perceptions of trauma-informed care and students with a trauma background. The research questions focused on teacher’s knowledge of TIC, school policies on TIC, the vital components, and critical issues of providing TIC to students, the importance of addressing trauma-based mental health needs, and ways districts can provide more support for teachers. Next, the data, via transcribed interviews, was hand coded to ensure a rich and in-depth description is obtained through analyzing data for nuance and phraseology. Using the hand coding through the iterative approach, the investigator explored the major themes and subthemes within the data by analyzing the frequency of the word or phrases used most often, comparing participant responses, while using guiding theories and research questions. Based upon the results of this study, the following respective themes emerged: secondary general education teachers’ understanding of trauma-informed care is varied; communication, differentiation, and flexibility are current supports implemented to address students’ with a trauma background; overall professional development related to trauma-informed care is lacking; and barriers to addressing and supporting students exposed trauma are lack of professional development, training, confidentiality, retraumatization, and lack of communication. Ultimately, these research findings may enhance forthcoming professional development, trainings, best practices, and established literature pertaining to trauma-informed care.
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2022
 Special education teacher job satisfaction
Special education teacher job satisfaction
what can we learn from positive organizational scholarship and satisfied special educators
Kerra Holden
Special Education Teacher (SET) job satisfaction and workplace commitment have long remained an elusive goal for many school communities and administrators. Workplace stress and burnout have burdened the role since its inception in 1975, leading to significantly more...
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Special Education Teacher (SET) job satisfaction and workplace commitment have long remained an elusive goal for many school communities and administrators. Workplace stress and burnout have burdened the role since its inception in 1975, leading to significantly more turnover than in other teaching roles and, more generally, other fields. This turnover, and various efforts to fill SET roles with unqualified educators, negatively affect the learning and school success of over one million students with disabilities each year. This study sought to learn from the small percentage of individuals who choose to stay in the Special Education Teacher role for more than 10 years and report high job satisfaction as well as a sense of thriving at work. Utilizing a qualitative research approach, as well as positive deviance lens, this study sought to understand what school leaders may learn from highly satisfied SETs and which leadership practices and strategies may encourage SET job satisfaction. Furthermore, potential intersections between SET job satisfaction and positive organizational scholarship were examined, to best understand how the field of Positive Organizational Scholarship (POS) may, if at all, inform the role of special education administrator. The findings of this study extend beyond the intersection of POS and SET job satisfaction and suggest the addition Diversity, Equity and Inclusion initiatives into current conceptualizations of SET job satisfaction and retention.
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2022
 Special education teacher and administrator perception of the teacher evaluation process in western Pennsylvania
Special education teacher and administrator perception of the teacher evaluation process in western Pennsylvania
Amanda White
Teacher evaluations have long been used to increase teacher effectiveness and accountability in public schools. According to the literature, special education teachers have varied roles and responsibilities, the most crucial being improving the post-secondary outcome...
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Teacher evaluations have long been used to increase teacher effectiveness and accountability in public schools. According to the literature, special education teachers have varied roles and responsibilities, the most crucial being improving the post-secondary outcomes for students with disabilities. With the number of students identified with disabilities increasing each year, it is more important than ever to develop the skills of marginal teachers and further develop those who are already proficient. This qualitative study investigates the perceptions of special education teachers and administrators in Western Pennsylvania regarding the evaluation process used by public school districts. Survey data were collected from five special education teachers and five administrators representing five different school districts in Western Pennsylvania. Data tools included the Teacher Evaluation Profile for Teachers and Administrators, followed by individual interviews via Zoom. The Teacher Evaluation Profile had Likert-type questions and open-ended responses. The Likert-type questions, open-ended responses, and subsequent interviews allowed special education teachers and administrators to reflect on their perception of the evaluation process in their district. This study demonstrated that special education teachers are more frustrated with the evaluation process. However, the administrators were reasonably satisfied with the process. They found that using Differentiated Supervision allowed special education teachers to take a more active role in their evaluation and subsequent professional development decisions. This study resulted in findings that support the need for additional professional development for teachers and administrators in evidence-based practices in special education classrooms and a more significant presence in the special education classroom by administrators.
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2022
 Reading instruction for students with reading disabilities
Reading instruction for students with reading disabilities
the internal and external factors influencing the teaching practices of elementary special education teachers when working with students with reading disabilities
Rebecca Whitman
Students with a reading disability often struggle to become proficient readers. The learning support teachers challenged with the job of teaching these students to read can significantly affect the level to which they become competent readers. However, without scient...
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Students with a reading disability often struggle to become proficient readers. The learning support teachers challenged with the job of teaching these students to read can significantly affect the level to which they become competent readers. However, without scientifically-based reading instruction, many students will struggle with the reading process, and many will not learn to read at a proficient level. Therefore, it was the purpose of this qualitative research study to explore the lived experiences of elementary special education teachers currently teaching reading to students with reading disabilities. Through the use of a hermeneutic phenomenological design, the researcher utilized questionnaires and semi-structured interviews of elementary learning support teachers in order to develop a deeper understanding of the internal and external factors that affect their practice. The researcher subsequently transcribed, coded, and analyzed the content of the interviews to identify themes within three broad categories: 1) internal factors influencing the teaching practices of elementary special education teachers as they teach students with a reading disability to read, 2) external factors influencing the practices of elementary special education teachers as they teach students with a reading disability to read, and 3) specialized knowledge that special education teachers possess and apply when teaching students with a reading disability to read. Through this study, the researcher sought to better understand these factors and how they affect the practices carried out by special education teachers in their pursuit of teaching students to read proficiently. The insights garnered through this process illuminated the importance of understanding how various factors influence how special education teachers plan and carry out specialized reading instruction for students with reading disabilities.
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2022
 Significance of academic and social/emotional accommodations and supports
Significance of academic and social/emotional accommodations and supports
examining the perceived impact on college students with disabilities
Danielle Dietz
College students with disabilities are attending college at increasing rates. However, their success and retention still lag when compared to their non-disabled peers. This mixed methods research design aimed to look at perceived success and challenges that college s...
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College students with disabilities are attending college at increasing rates. However, their success and retention still lag when compared to their non-disabled peers. This mixed methods research design aimed to look at perceived success and challenges that college students with disabilities faced. Using both a survey and an open-ended interview, the researched examined what areas students felt were areas they used the most to support their success, areas of social/emotional need, executive functioning challenges and resources to address those needs, as well as additional stressors faced. The researcher aimed to address the following research questions: 1. What academic supports benefit students with disabilities the most at the college/university level? 2. What level of importance does social and/or emotional supports factor into the retention of students with disabilities in higher education? 3. What executive functioning capabilities present the biggest challenge(s) for students with disabilities in college/university? 4. What other stressors (such as finances, family support, virtual learning, etc.) factor into the retention and success of students with disabilities in college? Through qualitative and quantitative analysis and thematic coding, the following themes emerged: (1) professor office hours are most beneficial academic support, (2) campus resources are least beneficial academic support, (3) the social experience is an important aspect to college life, (4) emotional wellbeing greatly impacts the college experience, (5) starting tasks is the most challenging aspect of executive functioning, (6) planners and/or calendars are the most effective tool to address executive functioning challenges, and (7) academic performance is a significant stress factor.
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2022
 New elementary school teachers' perceptions of classroom management
New elementary school teachers' perceptions of classroom management
Emily Hoffmann
New teachers leave their profession at an alarmingly high rate. Though many factors can be contributing to these high attrition rates, new teachers identify classroom management as one of their biggest challenges (Thompson, 2010). Considering this commonly reported c...
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New teachers leave their profession at an alarmingly high rate. Though many factors can be contributing to these high attrition rates, new teachers identify classroom management as one of their biggest challenges (Thompson, 2010). Considering this commonly reported challenge, this research study sets forth to understand how disruptive behavior in classrooms can impact job satisfaction for new teachers. Furthermore, this research study identifies the perspectives of new elementary school teachers relative to their classroom management, and gain insight into how professional development or training opportunities may impact new elementary school teachers’ perceptions on classroom management. The methodologies used in this study include quantitative and qualitative methods. An online questionnaire with both open-ended and closed-ended questions were completed by participants. Descriptive statistics were used to analyze data from the closed-ended responses in the questionnaire, and qualitative data was gathered and grouped into codes, which were then supported by themes. The three major themes that were supported by the data in this study include (a) behavior disruptions that occur in the classroom have a direct impact on new elementary school teachers job satisfaction, (b) the 7 research-based classroom interventions and supports are not all found to be effective for most new elementary school teachers, and (c) training and professional development opportunities to support classroom management are lacking. Results of the data suggest that new elementary school teachers experience behavior disruptions in the classroom that impact overall job satisfaction, and minimal training opportunities are being reported to help support classroom management. Additionally, the 7 research-based classroom management interventions were not all effective for participants. Recommendations for future research include larger sample size. Implications for positive change include increased job satisfaction and higher retention rates among new elementary school teachers.
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2022
 Perceptions and pragmatics of therapy dog implementation in schools
Perceptions and pragmatics of therapy dog implementation in schools
Janet Garchinsky
The benefits of the application of therapy dogs have been well documented. Studies related to therapy dogs have shown success in reducing stress and anxiety, improving behavior and self-esteem, increasing reading scores, promoting socialization and motivation, increa...
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The benefits of the application of therapy dogs have been well documented. Studies related to therapy dogs have shown success in reducing stress and anxiety, improving behavior and self-esteem, increasing reading scores, promoting socialization and motivation, increasing rates of de-escalation, and helping younger children develop empathy. Common concerns related to the use of therapy dogs have previously been documented. These concerns include child and animal welfare, animal hygiene, zoonotic disease, and fear or cultural differences. Concerns such as these may cause schools to deny the use of therapy dogs in their facilities. The purpose of this qualitative study was to determine what problems have manifested in schools and how they compare to concerns documented by previous studies. Staff in Pennsylvania schools were surveyed to identify what, if any, problems arose during the implementation of therapy dog programs within their districts, and whether staff perceptions changed after implementation. Results from this study can assist school stakeholders in decision-making and policy development related to therapy dog implementation. Despite problems that have manifested, including those specific to K-12 schools, staff perspectives of therapy dogs became more favorable after implementation.
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2022
 Multi-sensory room usage in medium-sized elementary schools in western PA
Multi-sensory room usage in medium-sized elementary schools in western PA
a case study
Belinda Nuth Sloboda
Are multi-sensory rooms the new fad or are they necessary spaces for special education students? This question frequently comes to mind when talking to people outside of the education system. Oftentimes, these rooms receive little consideration when space planning a ...
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Are multi-sensory rooms the new fad or are they necessary spaces for special education students? This question frequently comes to mind when talking to people outside of the education system. Oftentimes, these rooms receive little consideration when space planning a new school. Instead, any extra room or space that has not already been allocated becomes the multi-sensory room. This often does not allow for proper space planning for the needed sensory aids. The multi-sensory room also may be situated in an undesired location within the school that may be distracting. These undesired adjacencies include the lunchroom, auditorium, and gymnasium. Due to this uncertainty of room placement during the design phase of building, a mixed-methods study was conducted to analyze current multi-sensory rooms. This allowed the researcher to examine how well the rooms function for the students and teachers who use them. The mixed-methods study consisted of a Qualtrics survey and in-person interviews with special education teachers. These teachers were from five elementary schools within the same district in Western Pennsylvania. Results of the study indicated that even though multi-sensory rooms were necessary for the special education students’ daily schedule, teachers often supplemented their students’ sensory needs with aids in the classroom. The rooms housing the multi-sensory rooms were generally located in unideal positions within the school; some were adjacent to high activity areas such as the cafeteria and gymnasium, whereas others were out of the way for convenience. These results, as well as their implications for future research and practice, are discussed.
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2022
 A multi-level quantitative analysis on factors affecting special education compliance
A multi-level quantitative analysis on factors affecting special education compliance
Justin Karam
The Individuals with Disabilities Education Act is a federal law that requires that students with disabilities are provided with a Free and Appropriate Public Education. The cost of ensuring FAPE can be quite high for students that require more specialized supports; ...
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The Individuals with Disabilities Education Act is a federal law that requires that students with disabilities are provided with a Free and Appropriate Public Education. The cost of ensuring FAPE can be quite high for students that require more specialized supports; however, in not meeting that standard, districts may be liable for compensatory education. Much of the responsibility to fund special education, especially in Pennsylvania, falls on the schools to raise through local taxes. This has put schools in very challenging circumstances in regard to their budget. States across the country have conducted a Costing Out Analysis to review the necessary spending levels reviewed for education. Many studies discuss the need for higher funding allocations from state and federal governments so that the high-cost burden does not fall on LEAs and local tax dollars to meet the IDEA compliance requirements. While overall compliance with IDEA has improved over time, it is still an issue that needs to be addressed. This study used multiple regression to determine if there is a link between compliance with the Cyclical Monitoring for Continuous Improvement and factors such as special education spending and percentage of population receiving special education supports. The data are all public record and was collected through Pennsylvania Department of Education online Databases. The data revealed a regression model suggests that the relationship between the number of areas of non-compliance has a significantly moderate negative correlation with both the number of special education expenditures and the percentage of special education students. The model can explain or predict 11.4% of the number of areas of noncompliance in a school district.
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2022