Matching Items (15)
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- All Subjects: Special Education
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- Creators: Swadener, Elizabeth
- Creators: McCoy, Kathleen
- Member of: ASU Electronic Theses and Dissertations
Description
Over the past two decades, substantial research has documented the increase of students with disabilities enrolling in post-secondary education. The purpose of the study was to examine factors identified as significant in preparing individuals who fall on the autism spectrum for post-secondary experiences. The study was exploratory in nature and designed to identify perceived critical program elements needed to design successful post-secondary transition programs for students with an autism spectrum disorder (ASD). The study used archival research and grounded theory to look at expectations of parents with young adults with an ASD and young adults with an ASD on post-secondary transition and to discern whether expectations impact the successful post transition of young adults. More than likely, due to an overall increase in the prevalence of ASDs, many more students with an ASD will be attending a post-secondary educational setting in the near future. Understanding expectations and particular challenges faced by students with an ASD will be necessary for colleges to meet the unique needs of this population.
ContributorsFox, Catherine (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Olsen, Morgan (Committee member) / Arizona State University (Publisher)
Created2011
Description
Autism has a unique history. The definition has broadened and changed over time, from an emotional disturbance with psychogenic origins to a neurodevelopmental disability with suspected environmental and genetic origins. Diagnosis occurs later than children born with obvious disabilities such as cerebral palsy or Down syndrome, but earlier than milder, high-incidence disabilities such as dyslexia or attention deficit disorder. Historically, parents have advocated for changes in the way children with autism receive services and how federal funding and educational services are provided. There is often tension between these parents and the medical establishment. There can also be tension between the community of parents and the community of adults who have high functioning autism and Asperger syndrome. Studies have examined individual aspects of autism, from the diagnosis, caring for a child with autism, educational interventions, and genetics to characteristics of the internet community of adults with autism spectrum disorders (ASDs). This study includes interviews with mothers whose children were diagnosed with autism between 1974 and 2004, observations of appointments with developmental pediatricians at which diagnoses were given in 2010, and an analysis of media representations of autism over the same time period. These different data were analyzed together to create a new understanding about the history and present state of autism diagnosis.
ContributorsHornstein, Shana (Author) / Swadener, Elizabeth (Thesis advisor) / Mathur, Sarup (Thesis advisor) / Cheatham, Gregory (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study compared a stimulus fading (SF) procedure with a constant time delay (CTD) procedure for identification of consonant-vowel-consonant (CVC) nonsense words for a participant with autism. An alternating treatments design was utilized through a computer-based format. Receptive identification of target words was evaluated using a computer format and the researcher conducted a generalization probe for expressive identification evaluation. Neither treatment condition resulted in consistent gains on the receptive identification measure. Both treatment conditions resulted in gains on the expressive identification assessment. The SF treatment condition was more efficient due to 1) accuracy in identifying all of the SF target words in fewer sessions than the CTD target words and 2) incidental learning that occurred as a result of exposure to additional SF words as distracter choices and in receptive identification assessments. Implications are discussed.
ContributorsRedhair, Emily (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Caterino, Linda (Committee member) / Arizona State University (Publisher)
Created2011
Description
This study investigated the effects of a guided collaboration approach during professional learning community meetings (PLC's) on the perceptions of general and special educators as well as the effect on student performance as measured by benchmark evaluation. A mixed methodology approach was used to collect data through surveys, weekly teacher reflections and benchmark assessment results. Findings indicate that collaborative relationships and trust affected teachers' perceptions of collaboration between general and special education teachers. Recommendations for further study include lengthening the duration of the study to allow teams time to build trust and determine if results are changed based on time to build trust.
ContributorsLaine, Sandra (Author) / McCoy, Kathleen (Thesis advisor) / Arizona State University (Publisher)
Created2013
Description
Co-teaching is one of the most popular models for supporting students with disabilities in general education classrooms. In spite of this, there is a paucity of research on student perceptions of co-teaching. The purpose of this qualitative study was to investigate student perceptions of co-teaching in a high school biology classroom. Over nine weeks, data was collected from students in a co-taught and traditional classroom through observations and focus groups. Qualitative content analysis identified three themes and eight categories which highlight student perceptions of co-teaching. Themes and categories that emerged were: 1) Environment which included the categories of availability of help, students feeling supported and normalcy of the classroom, 2) Instruction which included student engagement, lesson activity and teacher(s) role(s) and, 3) Relationships which included relationships between teacher(s) and student(s) and parity between teachers. Information from the study deepens researchers' and practitioners' understanding of how students perceive co-teaching and provide new avenues for future research and best practices.
ContributorsLersch, Matthew (Author) / Lersch, Matthew S (Thesis advisor) / Kozleski, Elizabeth B. (Committee member) / Malian, Ida (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2012
Description
Academic transitions are a necessary and important part of an ASD student's life. Parental involvement and perspective is a vital part of each transition planning process. The primary goal of this research is to identify trends in parent perspectives regarding ASD academic transitions through meta-synthesis of current research. The research also seeks to identify shifts in parent perceptions of the importance of specific transitional program elements during different academic transitional periods. Results indicate a clear trend within each academic transition category as well as trends throughout the transition periods. The main trend in parental perspective throughout the transitions is the de-structuration of the transition planning process and increased personalization with the advancement of each academic transition. Possible uses of research results to ease the transition planning process for parents are summarized and discussed.
ContributorsLee, Cindy (Author) / McCoy, Kathleen (Thesis advisor) / Mathur, Sarup (Committee member) / Zucker, Stanley (Committee member) / Arizona State University (Publisher)
Created2012
Description
Overt forms of sexism have become less frequent (Swim Hyers, Cohen & Ferguson, 2001; Sue & Capodilupo, 2008). Nonetheless, scholars contend that sexism is still pervasive but often manifests as female microaggressions, which have been defined as often subtle, covert forms of gender discrimination (Capodilupo et al., 2010). Extant sexism scales fail to capture female microaggresions, limiting understanding of the correlates and consequences of women’s experiences of gender discrimination. Thus, the purpose of the current study was to develop the Female Microaggressions Scale (FeMS) based on an existing theoretical taxonomy and content analysis of social media data, which identifies diverse forms of sexism. Two separate studies were conducted for exploratory factor analysis (N = 582) and confirmatory factor analysis (N = 325). Exploratory factor analyses supported an eight-factor, correlated structure and confirmatory factor analyses supported a bifactor model, with eight specific factors and one general FeMS factor. Overall, reliability and validity of the FeMS (general FeMS and subscales) were mostly supported in the two present samples of diverse women. The FeMS’ subscales and body surveillance were significantly positively correlated. Results regarding correlations between the FeMS subscales and anxiety, depression, and life satisfaction were mixed. The FeMS (general FeMS) was significantly positively correlated with anxiety, body surveillance, and another measure of sexism but not depression or life satisfaction. Furthermore, the FeMS (general FeMS) explained variance in anxiety and body surveillance (but not depression, self-esteem, or life satisfaction) above and beyond that explained by an existing sexism measure and explained variance in anxiety and depression (but not self-esteem) above and beyond that explained by neuroticism. Implications for future research are discussed.
ContributorsMiyake, Elisa (Author) / Tran, Giac-Thao Thanh (Thesis advisor) / Bernsten, Bianca (Committee member) / Tracey, Terence (Committee member) / Arizona State University (Publisher)
Created2018
Description
This dissertation is comprised three main sections including a journal article, book chapter and a policy reflection piece. My guiding research question is the following—How do Jemez Pueblo people and their descendants who migrated to California as a result of the Relocation Act of 1956 define their cultural identities?
The journal article seeks to address the question: How can we explore the experiences of Urban Native Americans from a strengths-based approach, restructuring dominant narratives, and breaking barriers between urban and reservation spaces? Additionally, the journal article will provide a literature overview on urban American Indian experiences, including the stories of three generations of my family impacted by the Relocation period, in addition to the major findings of my research study. The book chapter is informed by the following question: How might Pueblo perspectives of identity benefit from examining multiple theories of Indigeneity? I seek to explore the complexity of Indigenous identities and examine multiple theories of Indigeneity that can assist Pueblo peoples in thinking about community and membership, and in particular, with regards to those tribal peoples who have relocated away from their Pueblos. I will include salient points from my dissertation research that help us to answer this question.
The policy reflections piece conveys the urgency to address the continued use of blood quantum in our Pueblo communities as a measurement for tribal citizenship. Like many other Indigenous parents, my interest in this issue is of personal importance to me as my own child is not eligible for enrollment in any of my tribal nations; thus, I have had to consider what a post “American Indian” identity is going to look like for her. I want to urge Pueblo communities and tribal governance to begin to rethink notions of citizenry and belongingness rooted in our original instructions, what Pueblo people refer to as our core values. The three sections of this dissertation are interrelated in that they seek to grow a more inclusive Pueblo community in effort to retain our cultural practices and belief systems for generations to come.
The journal article seeks to address the question: How can we explore the experiences of Urban Native Americans from a strengths-based approach, restructuring dominant narratives, and breaking barriers between urban and reservation spaces? Additionally, the journal article will provide a literature overview on urban American Indian experiences, including the stories of three generations of my family impacted by the Relocation period, in addition to the major findings of my research study. The book chapter is informed by the following question: How might Pueblo perspectives of identity benefit from examining multiple theories of Indigeneity? I seek to explore the complexity of Indigenous identities and examine multiple theories of Indigeneity that can assist Pueblo peoples in thinking about community and membership, and in particular, with regards to those tribal peoples who have relocated away from their Pueblos. I will include salient points from my dissertation research that help us to answer this question.
The policy reflections piece conveys the urgency to address the continued use of blood quantum in our Pueblo communities as a measurement for tribal citizenship. Like many other Indigenous parents, my interest in this issue is of personal importance to me as my own child is not eligible for enrollment in any of my tribal nations; thus, I have had to consider what a post “American Indian” identity is going to look like for her. I want to urge Pueblo communities and tribal governance to begin to rethink notions of citizenry and belongingness rooted in our original instructions, what Pueblo people refer to as our core values. The three sections of this dissertation are interrelated in that they seek to grow a more inclusive Pueblo community in effort to retain our cultural practices and belief systems for generations to come.
ContributorsCastro, Christina Marie (Author) / Sumida Huaman, Elizabeth (Thesis advisor) / Swadener, Elizabeth (Committee member) / Gonzales, Angela (Committee member) / Arizona State University (Publisher)
Created2018
Description
These are unprecedented times. Like never before, humans, having separated themselves from the web of life through the skillful use of their opposable thumbs, have invented the means of extinction and have systematized it for the benefit of the few at the expense of all else. Yet humans are also designing fixes and alternatives that will soon overcome the straight line trajectory to ugliness and loss that the current order would lead the rest of humanity through. The works in this dissertation are connected by two themes: (1) those humans who happen to be closely connected to the lands, waters and wildlife, through millennia of adaptation and inventive association, have a great deal to share with the rest, who, through history have become distanced from the lands and waters and wildlife they came from; and (2) as the inheritors of all the insults that the current disrespectful and wasteful system is heaping upon all true sensibilities, young people, who are Indigenous, and who are the critical generation for biocultural survival, have an immense role to play - for their cultures, and for all of the rest. The survivance of autochthonous culture through intergenerational conduct of cultural practice and spirituality is profoundly affected by fundamental physical factors of resilience related to food, water, and energy security, and the intergenerational participation of youth. So this work is not so much an indictment of the system as it is an attempt to reveal at least two ways that the work of these young Indigenous people can be expedited: through the transformation of their education so that more of their time as youths is spent focusing on the wonderful attributes of their cultural associations with the lands, waters, and wildlife; and through the creation of a self-sustaining youth owned and operated enterprise that provides needed services to communities so they can adapt to and mitigate the increasingly variable, unpredictable, and dangerous effects and impacts of global heating and climate disruption.
ContributorsEricson, Mark (Author) / Brayboy, Bryan (Thesis advisor) / Sumida Huaman, Elizabeth (Thesis advisor) / Swadener, Elizabeth (Committee member) / Schugurensky, Daniel, 1958- (Committee member) / Arizona State University (Publisher)
Created2015
Description
In order to examine the concept of Pueblo Indian epistemology and its relevance to western science, one must first come to some understanding about Pueblo Indian worldviews and related philosophies. This requires an analysis of the fundamental principles, perspectives, and practices that frame Pueblo values. Describing a Pueblo Indian worldview and compartmentalizing its philosophies according to western definitions of axiology, ontology, epistemology, and pedagogy is problematic because Pueblo ideas and values are very fluid and in dynamic relationship with one another. This dissertation will frame a Pueblo Indian epistemology by providing examples of how it is used to guide knowledge production and understandings. Using the Community-Based Education program (CBE), at the Santa Fe Indian School in Santa Fe, New Mexico, I will demonstrate how this unique epistemology guides the CBE philosophy by creating meaningful hands-on learning opportunities for students. What sets this program apart from typical formal schooling classes in schools in the United States is that the local Pueblo communities define the curriculum for students. Their participation in curriculum design in the CBE process enables students to participate in seeking solutions to critical issues that threaten their Pueblos in the areas of environment and agriculture. This program also supports the larger agenda of promoting educational sovereignty at the Santa Fe Indian School by giving the Pueblo tribes more control over what and how their students learn about issues within their communities. Through the community-based agriculture and environmental science programs, students study current issues and trends within local Pueblo Indian communities. In two linked classes: Agriscience and Native American Agricultural Issues, students work with community farms and individual farmers to provide viable services such as soil testing, seed germination tests, and gathering research for upcoming agriculture projects. The policies of the governing body of Santa Fe Indian School mandate the use of CBE methods throughout all core classes. There are steps that need to be taken to ensure that the CBE model is applied and supported throughout the school.
ContributorsDorame, Anthony, 1944- (Author) / Sumida-Huaman, Elizabeth (Committee member) / Brayboy, Bryan (Committee member) / Swadener, Elizabeth (Committee member) / Arizona State University (Publisher)
Created2015