Matching Items (10)
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- All Subjects: Special Education
- Creators: Division of Teacher Preparation
- Creators: McCoy, Kathleen
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
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
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
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
Over the past few years, the issue of childhood trauma in the United States has become significant. A growing number of children are experiencing abuse, neglect, or some other form of maltreatment each year. Considering the stressful home lives of maltreated children, the one sure sanctuary is school. However, this idea requires teachers to be actively involved in identifying and caring for the children who need it most. Traumatic childhood experiences leave lasting scars on its victims, so it is helpful if teachers learn how to identify and support children who have lived through them. It is unfortunate that teachers will most likely encounter children throughout their career who have experienced horrendous things, but it is a reality. With this being said, teachers need to develop an understanding of what traumatized children live with, and learn how to address these issues with skilled sensitivity. Schools are not just a place where children learn how to read and write; they build the foundation for a successful life. This project was designed to provide teachers with a necessary resource for helping children who have suffered traumatic experiences. The methodology of this project began with interviews with organizations specializing in working with traumatized children such as Arizonans for Children, Free Arts for Abused Children, The Sojourner Center, and UMOM. The next step was a review of the current literature on the subject of childhood trauma. The findings have all been compiled into one, convenient document for teacher use and distribution. Upon completion of this document, an interactive video presentation will be made available through an online education website, so that distribution will be made simpler. Hopefully, teachers will share the information with people in their networks and create a chain reaction. The goal is to make it available to as many teachers as possible, so that more children will receive the support they need.
ContributorsHanrahan, Katelyn Ann (Author) / Dahlstrom, Margo (Thesis director) / Kelley, Michael (Committee member) / Division of Teacher Preparation (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This comprehensive literature review synthesized 18 studies, from 15 search engines about the conceptualization of inclusive education within Arizona's borderlands from the viewpoints of educators, researchers, policy makers and family members. Although there is research that states along international borders are complex and diverse educational spaces, the information found regarding special education along the U.S-Mexico border mostly centers on the issue of over-representation of Mexican-American, Yaqui and Navajo students. There is validity and need to present these specific issues and groups of individuals, however there is little empirical data that involves the attitudes, perspectives and experiences of other stakeholders, such as parents, educators, and administrators who participate in special education processes, in a way that reflects education in borderlands as an asset-based setting and that engages in dialogue about across all of the disabilities categories protected under IDEA and 504 plans. Key Words: special education, parents, teachers, literature review, borderlands
ContributorsSiulok, Carolina Maria (Author) / Boveda, Mildred (Thesis director) / Morris, Katherine (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
DescriptionDisability Resource and Counseling centers were interviewed across universities and high schools regarding how they accommodate twice exceptional students in giftedness and emotional behavioral disorders. This study highlights the services available to 2e students and provides effective accommodations and support solutions.
ContributorsGraham, Abigail Rose (Author) / Cocchiarella, Martha (Thesis director) / Harris, Pamela (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This literature review investigates the idea of what makes a person’s life ‘enviable’ by defining the term and then by exploring the question of whether or not young adults with intellectual and developmental disabilities in the United States can achieve an enviable life as defined. This literature review synthesizes current and historic research through an analysis of various studies on outcomes for individuals with intellectual and developmental disabilities (IDD), their families, and the resources offered within community platforms to help create such a life for young adults with IDD. This review also aims to help change society’s views on young adults with intellectual and developmental disabilities and challenges the community to address this issue further in order to create a more accessible, enviable, and inclusive lifestyle for individuals with intellectual and developmental disabilities.
ContributorsBramanti, Allison Marie (Author) / Gehrke, Rebecca (Thesis director) / Barnett, Juliet (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The purpose of this study was to examine the perspectives of successful community college students classified as neurotypical (NT), learning disabled (LD), and autism spectrum disorder (ASD). Using mixed methods, 45 successful students completed two surveys designed to assess their overall hope as well as specific academic skills and strategies used as part of their postsecondary educational experience. Interview questions were then generated based on the results of the quantitative analysis. Fifteen of the 45 participants were randomly selected to take part in a follow-up qualitative interview. Results indicated some commonality among the successful students with relation to overall attendance, use of email as a communication tool with professors, self-advocacy as it pertained to seeking support from professors and individualizing and personalizing the class/professor selection process. The findings suggested that there are specific strategies associated with student success at the post-secondary level and both K-12 schools and community colleges could incorporate skill building in these areas to improve retention and graduation rates.
ContributorsCrawford, Simon (Author) / McCoy, Kathleen (Thesis advisor) / Zucker, Stanley (Committee member) / Mathur, Sarup (Committee member) / Cocchiarella, Martha (Committee member) / Caterino Kulhavy, Linda (Committee member) / Arizona State University (Publisher)
Created2017
Description
Here’s the latest from my blog- Tips for Struggling Writers, sharing my knowledge on<br/>how not only special educators, but anyone can help individuals who struggle with writing. I share my input as well as including immense research and peer reviewed articles to show my understanding of the value of education. Through my blog, one should be able to sit down and understand what makes up a special education world. My blog is the fast track version of a Special Education 101 class. As you travel through, I hope to share different tips, tricks, and techniques that you can apply in your own classroom.
ContributorsLemere, Alyssa Noel (Author) / Kurt, Miltenberger (Thesis director) / Juliet, Barnett (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05