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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

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
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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
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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

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
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This thesis project focused on comparing different aspects of traditional in person<br/>learning and remote online learning and how these two types of learning environments impact<br/>students in the elementary grade levels, specifically Kindergarten through sixth grade. For this<br/>thesis project, I conducted podcast interviews in which I interviewed many different teachers at<br/>different

This thesis project focused on comparing different aspects of traditional in person<br/>learning and remote online learning and how these two types of learning environments impact<br/>students in the elementary grade levels, specifically Kindergarten through sixth grade. For this<br/>thesis project, I conducted podcast interviews in which I interviewed many different teachers at<br/>different elementary grade levels. These teachers all had experience at some point with both<br/>traditional in person learning and remote online learning. All of these teachers have many<br/>different levels of experience and teach in various districts across the state of Arizona. The<br/>purpose of this thesis project was to learn and understand how these two different types of<br/>learning environments impact both students and teachers. Throughout this thesis project, I have<br/>become increasingly passionate in my future teaching career. I have learned so much about<br/>myself through this process and was able to improve my communication skills through<br/>conducting these interviews as well as significantly increase my knowledge on both in person<br/>learning and remote online learning.

ContributorsMullenmeister, Megan Marie (Author) / Pfister, Mark (Thesis director) / McKee, Dianne (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05