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Title: A correlational study
Abstract: The Kindergarten Readiness Assessment was administered to every kindergartener in Maryland with the purpose of identifying students for interventions and support. Title I schools received federal funding to close the achievement gap between socioeconomic groups. Give...
Show moreThe Kindergarten Readiness Assessment was administered to every kindergartener in Maryland with the purpose of identifying students for interventions and support. Title I schools received federal funding to close the achievement gap between socioeconomic groups. Given KRA data and additional funding, Title I schools are given additional support to close the achievement gaps. This study investigated if the scores correlate to the third-grade state assessment (Maryland Comprehensive Assessment Program) in ELA and Math when sorted by Title I and non-Title I schools. Descriptive statistics were conducted to determine skewness and kurtosis and then Pearson’s Correlation was conducted to determine correlation between scores. It was determined that there was a correlation between KRA scores in both MCAP-ELA/L and MCAP-M in both Title I and non-Title I schools, but it was not as strong in Title I schools as it was in non-Title I schools. It is recommended that future research investigates testing fidelity when teacher administer the KRA and MCAP assessments. Research should also review how Title I schools use funding in early childhood interventions, and if the funding is effective or efficiently used to close the achievement gap. If the purposes of KRA and Title I were effective, the achievement gap would be closing between Title I and non-Title I school.
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Year Issued: 2023

Author: Locke, Danelle
Sub-title: kindergarten readiness and third grade state assessment scores within Title 1 and non-Title 1 schools

Title: Multi-sensory room usage in medium-sized elementary schools in western PA
Abstract: 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 ...
Show moreAre 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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Year Issued: 2022

Author: Sloboda, Belinda Nuth
Sub-title: a case study

Title: Principals' perspectives in determining the least restrictive environment for students with disabilities in rural Northwestern Pennsylvania schools
Year Issued: 2021

Abstract: his research was conducted to determine the perspectives of principals in determining the least restrictive environment for students with disabilities. When principals are placed into the role of Local Education Agency (LEA) they are part of the decision-making proce...
Show morehis research was conducted to determine the perspectives of principals in determining the least restrictive environment for students with disabilities. When principals are placed into the role of Local Education Agency (LEA) they are part of the decision-making process for determining the least restrictive environment (LRE) for individuals with disabilities in their schools. This research focused on the perceptions and attitudes that the principals have as it relates to special education. The research utilized a two-part investigation. For the first part, principals were asked to answer questions related to demographic data and educational experiences. Then, were asked a series of questions related to their attitudes toward inclusionary practices. Principals were then asked several hypothetical questions related to determining the LRE for students with disabilities. In the second part of the research, participants engaged in a face to face virtual interview that asked a series of questions related to their role as the LEA in their school and the perspectives that each principal had in relations to determining the LRE for students with disabilities. The results of the research indicated that principals lack the fundamental capacity to fully understand special education and its implications. The research showed and overwhelming need for in-depth professional development in the area of special education for principals as it relates to leading their schools and special education population. The need to build capacity to lead initiatives such as inclusion within their school is imperative in moving forward to ensure that individuals with special needs are educated in the LRE.
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Author: Maines, Brandon

Title: Workload manageability
Abstract: Legal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities....
Show moreLegal reform measures and evidence-based referral processes significantly expanded speech-language pathologists’ scope of practice; however, contemporary research initiatives fail to directly address perceived challenges that arise as a result of workload inequities. Therefore, the purpose of this qualitative research study was to investigate speech-language pathologists’ perceptions of workload management within the public-school setting. The contents of this narrative systematically describe federal and state legislative actions pertaining to professional responsibilities and the conceptual frameworks that are often used to evaluate personal and job-related workload implications. A purposeful sampling approach allowed the co-investigator to assemble a team of eight school-based speech-language pathologists, currently employed in public-school districts located in Southwestern Pennsylvania, who met an explicit set of criteria relevant to the premise of the investigation. Participants were interviewed and data was analyzed utilizing descriptive coding followed by NVivo coding in order to identify major themes and patterns in regard to the following research questions: What workload responsibilities do school-based speech-language pathologists perceive as the most demanding? How do school-based speech-language pathologists describe the relationship between perceived workload demands and job performance? How do school-based speech-language pathologists view the impact of perceived workload demands on their body, mood, and/or behavior? Four major themes emerged from the data and indicate the following: SLPs have a clear understanding of the terms caseload and workload in regard to school-based speech and language support services; Workload obligations perceivably cause SLPs to encounter psychological and physical implications, including stress, anxiety, and frustration; Workload obligations perceivably impact SLPs’ ability to meaningfully provide therapeutic services; and the roles and responsibilities of school-based SLPs are perceivably misinterpreted and/or misunderstood by educational stakeholders, including administrators, teachers, and parents. Findings from this study may contribute to future professional development initiatives, caseload dissemination methods, and the growing body of literature related to the topic.
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Year Issued: 2021

Author: Pringle, Kerry McLaughlin
Sub-title: exploring the perceptions of school-based speech-language pathologists