The purpose of this study was to investigate the effect of untrained and trained peer tutors on the motor performance of students with developmental disabilities in integrated physical education classes. This study utilized a single subject delayed multiple baseline design across subjects. Six elementary age students with developmental disabilities and six nondisabled peer tutors participated in the study. The students were videotaped during their physical education class and data were analyzed on discrete motor skill responses. The students were assigned to one of two protocols. Protocol 1 consisted of three conditions; baseline, assistance by an untrained peer tutor, and assistance by a trained peer tutor. The results of Protocol 1 data revealed that trained peer tutors were effective at assisting subjects with developmental disabilities improve their motor performance, while untrained peer tutors were not. As a result of these findings Protocol 2 which consisted only of baseline and assistance by trained peer tutors, was utilized to replicate and provide additional support for the effect of trained peer tutors. The results of Protocol 2 revealed that trained peer tutors were effective at assisting subjects with developmental disabilities improve their motor performance in integrated physical education classes. Trained peer tutors were provided with instruction in the following three teaching areas: cueing, feedback, and reinforcement. The cueing techniques followed the system of least prompts and included verbal cueing, modeling, and physical assistance. Feedback information consisted of positive general and positive specific reinforcement. Peer tutors were trained over two 30 minute sessions. Pre-established criteria required the peer tutors to implement the teaching behaviors with the researcher a minimum of 4 out 5 times, and receive a score of 90% or better on the peer tutor quiz. All peers were successful at meeting this criteria. Data were collected on the tutors' teaching behaviors throughout the study via a wireless microphone. The results of the peer tutor data revealed that the tutors were able to implement the tutor training program. The results of this study demonstrate that elementary age peer tutors can be trained to provide assistance to students with developmental disabilities in integrated physical education classes. Recommendations for future research are provided based on the results of this study. / Graduation date: 1994

Public school systems are required to provide a safe learning environment free of violence and disruption. For students who threaten the learning of themselves or others, schools frequently develop a disciplinary alternative education placement. Students with a history of behavior problems at school are at greatest risk for future behavior problems and academic failures. In response to evidence that removal discipline techniques had little efficacy, schools have focused on identifying alternative methods of maintaining order and safety. This study evaluated the outcomes of an elementary-level alternative discipline placement with unique intervention programming. The program includes interventions to increase the effectiveness of traditional alternative discipline placements. Activities focus on promoting social competence and developing social information-processing skills intended to increase the behavioral and academic success of student participants. The program excludes students from the general student population and consists of a behavior management system with gradually increasing behavior expectations, reinforcements and consequences, focused social skills lessons, counseling, and parenting classes. Participants were consistently lower performing academically than control group students both before and after the program. However, students who experienced fewer discipline removals after the program had higher report card grades. Overall, participants had a decrease in discipline removals after participating in the program but continued to have more lost instruction days due to discipline than control group students. The higher grade level students had less behavior improvement following the program than younger students. No relation was found between a student’s level of success in the program and their academic or behavioral performance changes. Future research needs include a comparison of students referred for persistent misbehavior and those referred for a single, serious incident and the need to assess the specific skills addressed in the program. / Department of Educational Psychology

This study sought to find out ways in which teachers can be supported to implement inclusive education at a primary school in the Kwaluseni district of Swaziland. The government of Swaziland introduced Free Primary Education ( F.P.E) also called mainstreaming. As per governments order, parents brought their learners for grade 1 and that was in 2010 January. That marked the beginning of the problem as teachers were not used to teaching disadvantaged learners in their classes but believed that such learners have to be transferred to specials schools of which the country only has four. The study is a case study using a qualitative approach. Purposive sampling was used in choosing the sample. The key informant were teachers from Kwaluseni primary school. For data collection a designed interview with semi structured and open ended items was used. Data was analysed using codes and there was a search for patterns of thinking or behaviour, words or phrases that appeared with regularity was the coding categories. A report was then written based on the findings. Then recommendations were stated. / Inclusive Education / M. Ed. (Inclusive Education)

Title from PDF of title page. / Document formatted into pages; contains 142 pages. / Thesis (Ed.S.)--University of South Florida, 2003. / Includes bibliographical references. / Text (Electronic thesis) in PDF format. / ABSTRACT: Given that researchers estimate approximately one child in every classroom has Attention-Deficit/Hyperactivity Disorder (ADHD), and that most of these students are served in the general education classroom, it is imperative that general education teachers know how to effectively teach these students. Seventy-two general education elementary school teachers completed a survey containing demographic information, a knowledge of ADHD questionnaire, and a survey on interventions for students with ADHD. Results indicated that teachers scored an average of 57% correct on the Knowledge of Attention Deficit Disorders Scale (KADDS), scoring statistically significantly higher on the Symptoms/Diagnosis subscale compared to the General and Treatment subscales. / ABSTRACT: In terms of the interventions, teachers felt more knowledgeable, perceived their skill to be greater, rated as more acceptable, and rated lower barriers to the implementation of classroom management interventions such as the use of cues, prompts, and attention checks; physical arrangement; structure; and varied presentation and format of materials. Teachers felt they knew least about, had less skill, rated as less acceptable, and had more barriers to the implementation of behavior management interventions such as token economy, response cost, and time-out from positive reinforcement, as well as self-management techniques. Most demographic variables were unrelated to teachers' knowledge of ADHD, their perceived knowledge of interventions, and their ratings of acceptability of interventions. / ABSTRACT: Based on the information presented, teachers need more training and knowledge in the area of ADHD and interventions for students with ADHD in order to effectively help children with the disorder. Importantly, school psychologists and other service providers who suggest interventions for teachers to use for students with ADHD need to consider the factors that contribute to teachers' acceptability of interventions. / System requirements: World Wide Web browser and PDF reader. / Mode of access: World Wide Web.

Previous research has demonstrated that specific instructional contexts, techniques, and service delivery models that provide opportunities for peer interaction and active engagement in instructional activities promote positive social and academic outcomes for students with and without disabilities (Bulgren & Carta, 1993; Fisher et al., 1995; Grenot- Scheyer, 1994; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Lee & Odom, 1996; Logan et al., 1998). It has been suggested that Multiple Intelligences (MI) theory provides a framework that includes many of these inclusive pedagogies and techniques (Armstrong, 1994; Hoerr, 1996). The present study was intended to explore the extent to which MI theory and instruction facilitates the inclusion of participants with developmental disabilities. Ten elementary school students (ages 6-12) with developmental disabilities participated in this study. The students were included in two types of general education classrooms: those in which MI pedagogy, instruction, and assessment were implemented, or those in which no specific educational theory or pedagogy was applied. Data were collected using ecobehavioral assessment, which is designed to reveal interrelationships between environmental variables (e.g., instructional activities and groupings) and child behavior (Greenwood, Schulte, Kohler, Dinwiddie, & Carta, 1986). An online version of MS-CISSAR (Greenwood, Carta, Kamps, Terry, & Delquadri, 1994) was used to gather and analyze data regarding students' instructional experiences, engaged behavior, and peer interactions. A matched-subjects design was used to compare the experiences of participants in the two types of classrooms; specifically, the relationships between types of task and instructional groupings and students' social interaction and engaged behaviors were examined. Results suggested that the experiences of the participants in both typical and Mt classrooms were more alike than different. Participants in both types of inclusive classrooms were frequently involved in whole-class or independent seatwork and paper-and-pencil activities. Thus, rates of overall engaged behavior and social interactions were essentially equivalent. However, participants in MI classrooms were more frequently observed to be involved in activities that allowed for multiple methods of responding and in small group structures. In contrast, participants in typical classrooms had high rates of one-to-one, separate activities from those of their typical classmates, as well as relatively high rates of non-instructional time (i.e. "down time" or transition time). Perhaps as a result, participants in MI classes were observed to interact with their typical peers more frequently and to be actively engaged in learning more often, while participants in typical classrooms were observed to interact more with adults and to be more passively engaged. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research.

The multi-case study examined the role that social interaction plays in the writing development of fourth grade African American students in three different classrooms in a large Midwestern city. The study explored the nature of the students' interactions and the points during the writing process where interactions occurred. Also under investigation was how teachers facilitated the interactions within their classrooms. Each classroom was considered a case and cases within each case were then selected to allow for a more in-depth examination of the nature of students' conversations. Data collected included observations, student interviews, and artifacts. Information gathered from the study was analyzed using a constant comparative approach. Themes that emerged were compared across cases.Analysis of the data showed that there were many purpose for the interactions in which the African American students engaged. The interactions: (1) enabled students to get assistance from peers and teachers, (2) provided students with encouragement, (3) motivated students as writers, and (4) fostered a deeper understanding of writing. The data also showed that students engaged in verbal and nonverbal interactions at various points in the writing process with peers, teacher, and even themselves. While the teachers varied in their approaches to facilitating the interactions, even when they did not intentionally create opportunities for interactions, the students engaged with one another anyway. Based on the results of the study, teachers should consider affording African American students the opportunity to regularly interact with their peers during writing time, providing an audience that extends beyond the classroom teacher. / Department of Elementary Education

This research focuses on the experiences of primary school teachers in providing learning support for learners with mild intellectual disabilities. In South Africa, most learners attend in mainstream schools. Mainstream schools are expected to support learners inclusively. However, most teachers seem challenged to address the learning needs such as those experienced by learners with mild intellectual disabilities. The research was conducted by means of interviews with selected participants over a period of approximately four months. Data was also obtained through the analysis of records such as learners‘ workbooks, test books, support forms used by teachers to record their observation and field notes which were reflected in a journal. Interviews and transcriptions were typed out verbatim. The research produced a number of key findings and concluded that many teachers lack sufficient training to identify and address barriers to learning, especially those with mild intellectual disabilities. Furthermore, the study revealed that support structures at participating research schools seem to be non-functional, and guidance and assistance from the Department of Education is minimal. The findings were used to propose recommendations that could be used by primary school teachers to support learners with mild intellectual disabilities in mainstream schools. / Inclusive Education / M. Ed. (Inclusive Education)

This study sought to find out ways in which teachers can be supported to implement inclusive education at a primary school in the Kwaluseni district of Swaziland. The government of Swaziland introduced Free Primary Education ( F.P.E) also called mainstreaming. As per governments order, parents brought their learners for grade 1 and that was in 2010 January. That marked the beginning of the problem as teachers were not used to teaching disadvantaged learners in their classes but believed that such learners have to be transferred to specials schools of which the country only has four. The study is a case study using a qualitative approach. Purposive sampling was used in choosing the sample. The key informant were teachers from Kwaluseni primary school. For data collection a designed interview with semi structured and open ended items was used. Data was analysed using codes and there was a search for patterns of thinking or behaviour, words or phrases that appeared with regularity was the coding categories. A report was then written based on the findings. Then recommendations were stated. / Inclusive Education / M. Ed. (Inclusive Education)

Previous research has demonstrated that specific instructional contexts, techniques, and service delivery models that provide opportunities for peer interaction and active engagement in instructional activities promote positive social and academic outcomes for students with and without disabilities (Bulgren & Carta, 1993; Fisher et al., 1995; Grenot- Scheyer, 1994; Kamps, Leonard, Dugan, Boland, & Greenwood, 1991; Lee & Odom, 1996; Logan et al., 1998). It has been suggested that Multiple Intelligences (MI) theory provides a framework that includes many of these inclusive pedagogies and techniques (Armstrong, 1994; Hoerr, 1996). The present study was intended to explore the extent to which MI theory and instruction facilitates the inclusion of participants with developmental disabilities. Ten elementary school students (ages 6-12) with developmental disabilities participated in this study. The students were included in two types of general education classrooms: those in which MI pedagogy, instruction, and assessment were implemented, or those in which no specific educational theory or pedagogy was applied. Data were collected using ecobehavioral assessment, which is designed to reveal interrelationships between environmental variables (e.g., instructional activities and groupings) and child behavior (Greenwood, Schulte, Kohler, Dinwiddie, & Carta, 1986). An online version of MS-CISSAR (Greenwood, Carta, Kamps, Terry, & Delquadri, 1994) was used to gather and analyze data regarding students' instructional experiences, engaged behavior, and peer interactions. A matched-subjects design was used to compare the experiences of participants in the two types of classrooms; specifically, the relationships between types of task and instructional groupings and students' social interaction and engaged behaviors were examined. Results suggested that the experiences of the participants in both typical and Mt classrooms were more alike than different. Participants in both types of inclusive classrooms were frequently involved in whole-class or independent seatwork and paper-and-pencil activities. Thus, rates of overall engaged behavior and social interactions were essentially equivalent. However, participants in MI classrooms were more frequently observed to be involved in activities that allowed for multiple methods of responding and in small group structures. In contrast, participants in typical classrooms had high rates of one-to-one, separate activities from those of their typical classmates, as well as relatively high rates of non-instructional time (i.e. "down time" or transition time). Perhaps as a result, participants in MI classes were observed to interact with their typical peers more frequently and to be actively engaged in learning more often, while participants in typical classrooms were observed to interact more with adults and to be more passively engaged. The results are discussed in terms of their educational and research implications, limitations, and suggestions for further research. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

This qualitative study investigated four monolingual, English-only speaking Caucasian elementary music teachers and their reflections regarding instruction of English language learners (ELL). The purpose of this multiple case study was to investigate the teaching practice and curricular decisions of elementary music teachers who instruct Hispanic ELL students. The investigation was conducted during a nine-week period, and data collection included classroom observations, phenomenological interviewing, and teacher audio journals. None of the teachers had prior education or pre-service preparation in teaching music to ELL students. The major theoretical base from which the study was developed was the reflective teaching theory of Donald Schön (1983). The main research question was: "What are the participating teachers' reflections about their curricular and pedagogical decisions when teaching ELL students?" Following a description of the elementary music teachers' reflections on practice with ELL students, the study revealed that the majority of elementary music teachers had a lack of preparation and ELL music curriculum, and negative perceptions of the placement program for ESL students. Despite these factors, the teachers made attempts to include ELL students in all music activities. This study showed that while one teacher accommodated specifically for the ELL students' learning, three out of four teachers did not. This study also suggests that music is a subject by which strong interactions between peers, opportunity for language expansion, and other factors occur which have positive correspondence to recommended ELL instructional strategies. A cross-case analysis revealed that the life history and experience of the elementary music teachers had an influence on the teachers' awareness of ELL students. The analysis suggests a relationship between teacher awareness and accommodation. The study also recognized the need for further inquiry regarding ELL students and issues related to their school placement. This study has implications for music education research including suggestions for music teacher preparation in working with ELL students, ELL music resources and curriculum, and pre-service and in-service ELL music preparation.