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Title: Effectiveness of inclusion in K-12 schools on students' academic performance
Abstract: 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...
Show moreStudents 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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Year Issued: 2023

Author: Confair, Angela
Sub-title: a qualitative study

Title: 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
Year Issued: 2018

Abstract: 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...
Show moreThe 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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Author: Edward G. Nientimp

Title: An examination of the special education cyclical monitoring process through a socio-technical system's lens
Abstract: 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 ...
Show moreThe 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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Year Issued: 2022

Author: Garczewski, Christina
Sub-title: a case study of a suburban Pittsburgh school district

Title: Group training of applied behavior analysis knowledge competencies to school-based paraprofessionals for students in substantially separated classrooms
Year Issued: 2024

Abstract: This study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school distri...
Show moreThis study explores the efficacy of Applied Behavior Analysis (ABA)-based training for paraprofessionals supporting students with Autism Spectrum Disorder (ASD) in specialized educational settings. The research, conducted in an urban northeastern public school district, assessed historical data. Using a pretest/posttest quasi-experimental design, thirty-five first-year paraprofessionals underwent structured training across three modules. Results demonstrated significant knowledge gains: Module One saw a 14% increase, Module Two a 16% increase, and Module Three an 8% increase. These findings underscore the importance of targeted professional development in enhancing paraprofessionals' effectiveness in ABA-based classrooms for students with ASD.
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Author: Grube-Benson, Nicole

Title: Perceived levels of burnout in public school SLPs
Year Issued: 2023

Abstract: 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...
Show moreSchool-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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Author: DeCarlo, Christy Olexa

Title: A phenomenological study of public high school inclusive extracurricular opportunities
Abstract: Special educators, school leaders and parents across the nation are exploring the benefits of inclusive opportunities for high school students with and without disabilities. Peer Mediated Intervention (PMI) is a long-standing literature-backed set of teaching procedu...
Show moreSpecial educators, school leaders and parents across the nation are exploring the benefits of inclusive opportunities for high school students with and without disabilities. Peer Mediated Intervention (PMI) is a long-standing literature-backed set of teaching procedures and models that promote prosocial development in individuals with developmental disabilities across the lifespan. Although PMI literature includes benefits to typical peers, little to no information exists specific to the high school and young adult population. The present study gathers qualitative interview data from four parent participants to gain authentic feedback about the takeaways for their typical high school student from their perspective. Many positive implications were uncovered in the thematic coding and data analysis process. Positive implications for peers can be utilized as support for the development and maintenance of future inclusive extracurricular activities in public high schools. Discussion around the findings of the study provide school leaders with clear and concise examples of this support, including but not limited to: increase in personal self-worth and empathy, college and career readiness opportunities, and community acceptance carryover.
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Year Issued: 2019

Author: Rachel Ann Pasquerilla
Sub-title: perspectives of parents of neurotypical students

Title: A Phenomenological Study of the Lived Experiences of Special Education Teachers and Supervisors Providing a Free and Appropriate Public Education for Student-Inmates Housed in Restricted Housing Units
Year Issued: 2025

Abstract: Abstract The last few years have seen an increased interest in the effectiveness of special education services for student-inmates with disabilities housed in restrictive housing units (RHUs) for a minimum of 22 hours per day but “few studies have examined the comple...
Show moreAbstract The last few years have seen an increased interest in the effectiveness of special education services for student-inmates with disabilities housed in restrictive housing units (RHUs) for a minimum of 22 hours per day but “few studies have examined the complexities associated with restrictive housing” (Butler, Solomon, and Spohn, 2018, p. 1174). These student-inmates are placed in RHU’s for disciplinary reasons, medical precautions, mental health evaluations, plus other underlying variables depending on the policies of each correctional facility. This purpose of this research study was to better understand how special education teachers and special education supervisors provided a FAPE for student-inmates housed in RHUs with little to no time out of their cell and limited instructional hours due to prison policies that exclude them from attending live instruction. An Interpretative Phenomenological Analysis (IPA) with in-depth one-to-one interviews was applied to the lived experiences of the participants who provide special education services to student-inmates housed in RHUs at county prisons. State and federal prisons were excluded from this student because the researcher wanted to solely focus on county prisons. The researcher used a small sample size for the structured interviews but recruited participants from different county prisons across the state. The participants included three special education teachers and three special education supervisors. Three common themes emerged after analyzing the data: (1) the use of cell-study packets for RHU student-inmates was a replacement at institutions where access to live instruction was prohibited, (2) safety and security policies that amplified institutional barriers superseded student-inmates educational rights, and (3) access to educational programming was immeasurably different between non-RHU student-inmates and RHU student-inmates. The findings of this study had an overarching theme that participants continually acknowledged how institutional barriers severely limited their ability to provide a good quality education for RHU student-inmates. It is critical that future research on this topic expand upon the understanding of how low-quality secondary education programs at prisons has the potential to thwart the legal obligations of providing a FAPE. The implication is that low quality education programming is recognized throughout correctional facilities, but the focus is primarily on adult education while the delivery of appropriate special education services is overlooked.
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Author: Smith, Chad

Title: Reading instruction for students with reading disabilities
Abstract: 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...
Show moreStudents 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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Year Issued: 2022

Author: Whitman, Rebecca
Sub-title: the internal and external factors influencing the teaching practices of elementary special education teachers when working with students with reading disabilities

Title: Significance of academic and social/emotional accommodations and supports
Abstract: 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...
Show moreCollege 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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Year Issued: 2022

Author: Dietz, Danielle
Sub-title: examining the perceived impact on college students with disabilities

Title: Special education teacher and administrator perception of the teacher evaluation process in western Pennsylvania
Year Issued: 2022

Abstract: 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...
Show moreTeacher 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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Author: White, Amanda