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 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
 A phenomenological qualitative inquiry : assistive technology use or discontinued use in the school setting
A phenomenological qualitative inquiry : assistive technology use or discontinued use in the school setting
Kendra Bittner
This phenomenological qualitative inquiry was designed to explore the phenomenon of using assistive technology (AT) or putting AT “on the shelf” in the school setting. The purpose of this study was to identify factors involved in educators’ use or discontinued use AT...
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This phenomenological qualitative inquiry was designed to explore the phenomenon of using assistive technology (AT) or putting AT “on the shelf” in the school setting. The purpose of this study was to identify factors involved in educators’ use or discontinued use AT in the school setting. The researcher wanted to learn more about educator efficacy with implementing AT and interviewed 10 participants of various stakeholder roles in the AT decision-making process. Participants shared their insight through one of two options: a live interview or a written questionnaire. Key findings were generated through emergent themes from the sample’s responses. Findings indicated that participants used AT continuously when there was buy-in from IEP team members. AT was discontinued by this sample due to lack of buy-in and challenges with the technology. Further research stemming from this study includes the exploration of instructional coaching as an approach to support educators with the use of AT in the school setting.
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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
 Augmented and virtual realities in special education contexts
Augmented and virtual realities in special education contexts
a meta-analysis
Toriel Herman
The augmented and virtual reality applications literature base spans more than 30 years with one of the first studies conducted by Meredith Bricken in 1991. With the advances in technology, researchers are increasingly examining the use of augmented reality (AR) and ...
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The augmented and virtual reality applications literature base spans more than 30 years with one of the first studies conducted by Meredith Bricken in 1991. With the advances in technology, researchers are increasingly examining the use of augmented reality (AR) and virtual reality (VR) within educational contexts, more specifically special education contexts. VR is one of the fastest growing technologies (Nuguri, Calyam, Oruche, Gulhane, Valluripally, Stichter, & He, 2021) and AR is growing rapidly showing advances in interaction, navigation, and tracking within education, entertainment, business, medicine, and other settings (Ablyaev, Abliakimova, & Seidametova, 2020). Despite AR and VR demonstrating documented success with enriching learning opportunities and task performances (Billingsley, Smith, Smith, & Meritt, 2019; Bricken, 1991; Nuguri et al., 2021), there is limited research on applying these programs directly within a school setting for students with disabilities. To understand the effectiveness of AR and VR, a meta-analysis of six studies was conducted using hierarchical linear modeling focusing on functional, transitional, and social skills. Participants included 18 students ages 6-15-years-old all with a special education diagnosis (i.e., Intellectual Disability or Autism). Results suggest that these interventions are effective in developing functional, transitional, and social skills with students with disabilities. Most notably, participants aged 14-15 years old showed the greatest effect estimates. There were no differences for sex. Limitations and potential future directions in supporting students with disabilities are discussed.
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2021
 Effectiveness of a summer intervention program on improving kindergarten readiness in at-risk students
Effectiveness of a summer intervention program on improving kindergarten readiness in at-risk students
Nicole Billak
While a wealth of knowledge exists supporting the need for early intervention in improving kindergarten readiness, very few programs have offered an evidence-based solution to providing remediation for at-risk children demonstrating weak academic or social readiness ...
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While a wealth of knowledge exists supporting the need for early intervention in improving kindergarten readiness, very few programs have offered an evidence-based solution to providing remediation for at-risk children demonstrating weak academic or social readiness skills during the kindergarten registration process. Often, children who are identifies as having weak readiness skills at kindergarten registration will need to wait until school begins in the fall to receive intervention, putting students further at-risk for school failure. The United Way of Mercer County’s Success By 6™ program offers a 6-week intervention for students identified during registration as having poor readiness skills. This study determined the effectiveness of Success By 6™ on improving both academic and social readiness skills deemed necessary for school success. A total of 216 students completed the Kindergarten Readiness Test at the beginning and the end of the program. Teachers also rated students’ social emotional learning using the Social Skills Improvement System Social Emotional Learning Progress Monitoring Scales. Results from paired sample t-tests indicated a statistically significant improvement in students’ academic readiness, t(215) = 16.58 p < .001, after completing the program. Students also made statistically significant gains in social emotional skills needed for kindergarten readiness, t(231) = 22.13, p < .001, after participating in the program. Both calculations revealed large effect sizes (d = 1.13 and 1.45, respectively). Implications of this research can effect social change at local, state, and federal levels in order to expand evidence-based practices in early childhood education.
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2021
 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
 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
 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 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
 Middle school teacher and support staff perceptions of Multi-Tiered Systems of Support (MTSS)
Middle school teacher and support staff perceptions of Multi-Tiered Systems of Support (MTSS)
a case study in a suburban western Pennsylvania middle school
Emily Mazzant
This dissertation focuses on teacher and staff perceptions of Multi-Tiered Systems of Support (MTSS) implementation at the middle school level. MTSS implementation at the secondary level proves to be a daunting task which includes many complex facets. Ensuring that t...
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This dissertation focuses on teacher and staff perceptions of Multi-Tiered Systems of Support (MTSS) implementation at the middle school level. MTSS implementation at the secondary level proves to be a daunting task which includes many complex facets. Ensuring that teacher and staff insights are sought out and taken into account when implementing school-wide programming such as MTSS can increase program success and fidelity. Specifically, this study examines three research questions: (1) How do middle school teachers and school support staff perceive implementation of a multi-tiered system of support? (2) How do these perceptions impact the buy-in and level of understanding of MTSS implementation? (3) In what ways do middle school teachers understand the MTSS framework? Utilizing a qualitative, single subject case study design methodology, this study sought to explore how teacher and staff perceptions and understanding of MTSS can impact implementation. The study took place in a suburban, western Pennsylvania middle school, in which the researcher is employed. The constant comparative method of coding was utilized in order to uncover themes related to the collected data. The following themes were uncovered through data analysis: support for all students and addressing individual student needs is a part of the MTSS process, the need for all staff to be involved in MTSS, insufficient communication with off-team teachers, discussion of forms as a part of the MTSS process, parental involvement was not discussed as a priority in responses, and procedures and logistics are discussed in relation to MTSS rather than the day to day implementation through working with students. Results of this study indicate that seeking opinions from teachers and staff regarding program implementation can provide valuable information for schools and districts to consider and highlights the importance of professional development focused on MTSS.
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2021
 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
 Music, identity, and authenticity
Music, identity, and authenticity
reflecting the narratives of black queer men through piano-based music improvisation
Fred Perkins
This thesis is the dissemination of the findings of a research study exploring piano-based music improvisation and the lived experience of Black queer men. The overall aim was to explore how five Black queer men experience the intersections of their racial identity a...
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This thesis is the dissemination of the findings of a research study exploring piano-based music improvisation and the lived experience of Black queer men. The overall aim was to explore how five Black queer men experience the intersections of their racial identity and sexuality in various social environments through piano-based music improvisation. This study grew out of my own experiences as a Black queer man and my ability or lack thereof to authentically express my racial identity and sexuality in specific social environments. Participants were chosen through convenience sampling and were prompted to engage in a series of piano improvisations, where they were asked to musically communicate how they experience their racial identity and sexuality within their biological family, friend group, and society. Data was collected through video recordings of the improvisations, written reflections to questions about the experience, and through transcriptions of the member checking discussions. Following each improvisation, participants were asked to reflect upon two questions regarding their process and experience during the improvisation. The recorded improvisations were then analyzed using Dr. Kenneth Bruscia’s Improvisation Assessment Profiles (IAPs) and interpretations about the participants’ experiences were made. Member checking was utilized to ensure an accurate representation of the participants’ experiences. Themes of 1) prejudice, 2) sense of identity, 3) impacts of relationships, and 4) responses to trauma that emerged in the verbal data were discussed in the context of the individual and collective experiences of the participants with implications for the practice of music therapy.
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2021
 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
 Overcoming childhood adversity
Overcoming childhood adversity
a collective case study of the influence of ACEs on the work of special education teachers
Kristyn Whisman
In order to fully realize student-focused trauma-informed care, educational settings must become trauma-informed environments wherein all who are served and all who are employed are supported through trauma-informed care. The purpose of the study was to identify the ...
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In order to fully realize student-focused trauma-informed care, educational settings must become trauma-informed environments wherein all who are served and all who are employed are supported through trauma-informed care. The purpose of the study was to identify the ways in which adverse childhood experiences (ACEs) influenced the work of special education teachers, how they overcame their ACEs, and describe the supports that are necessary to create a trauma-informed environment for them. The literature review revealed the significant toll ACEs have on physical and mental health, as well the social and emotional tone of a classroom. A holistic collective case-study design and narrative analysis was used to evaluate three semi-structured interviews with special education teachers employed in the 2020-2021 school year in southern Pennsylvania. Semi-structured interview transcripts were combined into one composite interview transcript, which served as the data set for analysis. Analysis revealed the following salient themes: special education teachers are called to their work, ACEs created an adulthood awareness childhood struggles, ACEs encouraged connections with students and their families, personal relationships were the key to overcoming ACEs, trauma-informed care is for students only, resilience in the real world, and the division that exists between general education and special education teachers.
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2021
 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
 Perspectives of special education teachers on students with disabilities in an inclusive setting
Perspectives of special education teachers on students with disabilities in an inclusive setting
a comparative analysis
Ronald Steven Carlisle
In this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an i...
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In this study, the educational discussion focused on inclusion, methods for teaching in inclusive classrooms, and positive aspects of inclusion for academic growth. Also studied were the perspectives of special education teachers on students with disabilities in an inclusion setting. Inclusion in public school districts is a very debated and sensitive subject that has been controversial for many years. Inclusion denotes the education of students with disabilities and students that do not have disabilities in the same classroom setting. The data collected from this study was analyzed using measures of central tendency, specifically the mode and percentages and the chi-square test of independence. Data analysis was conducted to determine the perspectives of special education teachers on the controversy of inclusion practices for students with disabilities in two separate clusters, grades K-3 and 4-6, respectively. The qualitative analysis results revealed the presence of two main themes regarding teacher attitudes on inclusion: (a) Risks of inclusion are special education student lack of success, increased burden on teachers, and class disruptions; and (b) Inclusion can benefit all students. Results of the quantitative analysis revealed no statistically significant relationship between years spent in a special education environment and teacher inclusion attitudes. These results suggest that teachers’ views on inclusion are varied and are not significantly influenced by their years of experiences teaching in a special education environment. Recommendations for future research include changes to the study design and data collection techniques. Implications for positive social change include increased teacher confidence, diverse learning opportunities for all students, and the potential for a positive shift in societal beliefs about special education student capabilities and the benefits of inclusion.
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2021
 Preventing abandonment of Augmentative and Alternative Communication (AAC) devices for students with autism : parent perspectives for successful implementation
Preventing abandonment of Augmentative and Alternative Communication (AAC) devices for students with autism : parent perspectives for successful implementation
Sheri Lake
The purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children w...
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The purpose of the present study was to investigate the perspectives of parents of students with ASD who use high-tech AAC in educational settings. Although the use of AAC in school settings has been studied, research has not narrowed its scope to focus on children with ASD who use high-tech speech generating devices (SGDs) and receive special education services in school settings. By analyzing both qualitative and quantitative data, this study aims to create an initial framework for successful implementation of AAC for children with Autism Spectrum Disorders. A mixed methods design was chosen for this study. Parametric and nonparametric statistics were utilized to test the theory that ease of use, device usefulness, and ease of learning the AAC technology positively influence parent satisfaction. Transcripts from semi-structured interviews were manually coded to identify qualitative themes related to parent satisfaction with their children’s AAC devices. Three qualitative themes emerged: parents feel like they are not equal members of the IEP team, parents act as self-advocates, and parents have difficulty trusting the recommendations made by the school team. Quantitative data analyses revealed a strong positive correlation between ease of use and satisfaction, ease of learning and satisfaction, and usability and satisfaction. Triangulation of data through qualitative analysis confirm that satisfaction is related to ease of use, ease of learning, and usability of the high-tech AAC device. Future studies should investigate parent perspectives that lead to abandonment of speech generating devices in different regions of the United States and across underrepresented groups. In addition, preservice programs in special education and speech-language pathology should be studied in order to determine the extent to which students entering the field have been taught to engage in family-centered practice. Finally, future research should investigate strategies that lead to successful implementation of speech generating devices with children with ASD.
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2021
 Principals' perspectives in determining the least restrictive environment for students with disabilities in rural Northwestern Pennsylvania schools
Principals' perspectives in determining the least restrictive environment for students with disabilities in rural Northwestern Pennsylvania schools
Brandon Maines
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...
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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 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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2021
 Providing tier 2 math interventions within core instruction
Providing tier 2 math interventions within core instruction
Diane Pauli
In 2004 the Individuals with Disabilities Education Act was reauthorized allowing states to use various models to determine Specific Learning Disability. The thought behind allowing schools and districts to use other models besides the discrepancy model involved the ...
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In 2004 the Individuals with Disabilities Education Act was reauthorized allowing states to use various models to determine Specific Learning Disability. The thought behind allowing schools and districts to use other models besides the discrepancy model involved the overidentification of Specific Learning Disabilities in students. One of the models stated in the reauthorization was Responsiveness to Intervention, RtI. Throughout the country, different models of RtI have been used and embraced by schools and districts. In PA, the decision to use RtI for SLD determination is up to each school and district. In the past ten years, RtI has is now part of a framework called Multi-Tiered System of Supports (MTSS). It is a systemic, constant improvement framework where data-based problem solving using benchmark and other assessments to make decisions is used to determine the needs of all students. RtI is part of that process. As more and more schools incorporate MTSS and RtI, this study seeks to examine the impact on student benchmark assessment scores when RtI is used within math core classrooms. This study also included an examination of the influence of professional development on teacher efficacy, including understanding all of the components of RtI, benchmark assessments, small group instruction, and evidence-based interventions. The study used both quantitative and qualitative methods. The quantitative methods included analysis of data from the Acadience benchmark assessment scores for 2nd grade students from three elementary schools. Data involved fall, winter, and spring assessment scores. The qualitative portion included interviews with teachers who attended the professional development training offered by the researcher and subsequent iterative analysis of interview transcripts and field notes. The results did not provide evidence that targeted professional development had an impact on student achievement. Students benchmark scores did not improve significantly from the winter to the spring. Only one teacher made a growth over the expected growth that was projected. Analysis of the teacher interviews indicates that teachers varied in their perception of professional development. Discussion of the findings and implications for further research are included.
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2021
 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
 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
 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
 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
 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