Matching Items (69)
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
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
ABSTRACT
This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities.
Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year.
Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives.
The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives.
The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services
ii
Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful.
Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs.
This mixed methods study examined how a high-poverty urban school district implemented four initiatives to support special education teachers and increase student achievement. The initiatives that were implemented consisted of direct instruction teaching methods, the use of a district-approved curriculum, monitoring program fidelity with walkthroughs, and increased professional development opportunities.
Quantitatively, the study compared walkthrough data and student achievement scores. The walkthrough data was collected from 52 special education teachers employed at the 19 schools making up the district while teaching reading and math. Student achievement scores were collected from the students taught by the 52 special education teachers. The walkthrough data compared the percentage of students making academic growth on district assessments with the percentage of teachers implementing the district initiatives with a high level of fidelity. Data was collected and analyzed between the first and third quarters of the 2013–2014 school year.
Qualitatively, six special education teachers were interviewed to examine their thoughts on the change process and to determine their needs to be successful as they continued to implement the district initiatives.
The results of the quantitative data indicated that students demonstrated growth as walkthrough scores increased in 16 out of 19 schools, specifically in the area of math. Fidelity to the initiatives increased throughout the year as teachers began to use and implement the initiatives.
The results of the qualitative data indicated that special education teachers positively responded to the support they received through the Special Services
ii
Department and the district’s initiatives. Using grounded theory, it was determined that teachers need opportunities for collaboration, feedback, and time to practice in order to be successful.
Lastly, the epilogue discusses the next steps that are being taken by the district to support all students with their learning needs.
ContributorsHecht, John, Jr (Author) / Puckett, Kathleen (Thesis advisor) / Lawton, Stephen (Committee member) / Jimenez-Silva, Margarita (Committee member) / Arizona State University (Publisher)
Created2015
Description
An explanatory sequence mixed methods design was used to examine the effects of choice on the writing performance and motivation of college students (n = 242). The randomized control trial was followed by semi-structured interviews to determine the perceptions students (n = 20) held on the experiment as well the importance of choosing writing topics in college writing assignments. The effects of choice were tested as part of a real writing assignment that was included in nine sections of an introductory special education course. Results from hierarchical linear modeling (HLM) analyses found choice had a statistically significant negative effect on holistic writing quality, number of words written, and intrinsic writing motivation. Findings from the semi-structured interviews provided context for understanding the unexpected quantitative results.
ContributorsAitken, April Angelique (Author) / Graham, Steve (Thesis advisor) / Anderson, Kate (Committee member) / Marley, Scott (Committee member) / Patall, Erika (Committee member) / Puckett, Kathleen (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general education teacher self-efficacy in supporting students with special needs. The IIP was designed to address teacher areas of needs as identified in a prior cycle of action research. During the needs assessment cycle, teachers suggested that they needed help with differentiation, behavior management, collaboration, and progress monitoring. As a result of this information, the IIP study workshops were developed around these topics. The study was grounded in a constructivist framework with aspects of self-efficacy and sensemaking theories being explored. The literature review includes studies centered on professional development for teachers in special education related topics. The IIP study participants included 11 fourth through sixth grade general education teachers. Participants completed a presurvey, attended four workshops over the course of six weeks, and completed a postsurvey. Before each workshop participants wrote journal reflections, and after each of the workshops participants completed feedback forms. Six of the 11 study participants were randomly selected to complete 30-minute individual interviews. The results of the study indicated that providing participants with professional development in special education related topics did increase their self-efficacy. Additionally, study findings revealed that participants made sense of their professional learning with individual reflection and collaboration with peers and administration to further discuss and integrate into their individual practice.
ContributorsOchonogor, Emerald (Author) / McArthur Harris, Lauren (Thesis advisor) / Rotheram-Fuller, Erin (Committee member) / Teyechea McNeil, Nicole (Committee member) / Arizona State University (Publisher)
Created2019
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