<p> The purpose of this quantitative correlational research study was to examine the extent that teaching experience affected the knowledge, implementation, and perceived skill level in implementing the 27 evidence-based practices (EBPs) established by the National Professional Development Center for Autism Spectrum Disorder. The study was conducted in the state of Iowa, with special education teachers from fourteen different school districts. Survey responses were gathered from 228 special education teachers. Of the 228, there were 48 novice teachers and 180 veteran teachers. Novice teachers were classified as having less than three years of teaching experience and veteran teachers with more than three years. Based on the data, results showed that as experience tended to increase from less than three years of experience to more than three years, the scores on EBPs knowledge, implementation, and perceived skills also tended to increase. The results of the study found a positive correlation (<i>r</i> = .26, <i>p</i> = .001) between years of teaching experience and knowledge of EBPs, a positive correlation (<i>r</i> = .22, <i>p</i> = .001) between years of experience and EBP implementation, and a positive correlation (<i>r</i> = .26, <i>p</i> = .002) between years of experience and perceived skill level in implementation. This small effect size indicates that as experience increased, there was a positively correlated increase of teacher knowledge and implementation of the EBPs to use when working with students with autism. </p><p>

<p> It was not known how the visually disabled perceived gaining employment or how perception affected employment seeking behaviors within this population. The purpose of this qualitative narrative study was to explore how the visually disabled perceived gaining employment and how perception affected employment seeking behaviors within this population. Action in Perception, and the enrichment perspective were used for this study. Data collection consisted of a list of questions for employed or unemployed participants, offered in print or braille, a demographics questionnaire, and interviews conducted face-to-face or by Zoom Pro. Research participants were 10 visually disabled participants 18 years and older residing in Texas. Theoretical thematic coding with an inductive analysis, hand coding, and NVivo were used for data analysis. Themes chosen prior to research were academic achievement, assistive technology, communication, self-advocacy, independence, interdependence, higher education, perception, vocational rehabilitation, and employment achievement. New themes that emerged during data collection were role models, networking, demonstration, emotional impact, self-employment, telework, and enrichment. Results showed the visually disabled perceived gaining employment as financial independence and perception affected employment seeking behaviors strongest through networking. </p><p>

<p> Public Law 94-142 (PL 94-142), the Education for All Handicapped Children Act of 1975, was signed into legislation in 1975. This anchor piece of legislation became one of the most influential in the advocacy of a special needs population that previously had been institutionalized or removed from the public school setting because they were not learning as other students were. With subsequent pieces of legislation and continued advocacy, significant numbers of students with disabilities (SWDs) are enrolling in institutions of higher education. Students are provided with transition plans, which are legislatively mandated to offer postsecondary options for SWDs. However, the general problem is the low retention and graduation rates of postsecondary SWDs. Comparatively, postsecondary SWDs earning a college degree range from 11&ndash;13%, whereas 28&ndash;30% of their non-disabled peers earn a college degree. Specifically, academic accommodations have been the catalyst for learning in the K-12 setting, yet there is a common misunderstanding of their purpose and use in the postsecondary setting. This transcendental phenomenological study examined the lived experiences of postsecondary SWDs accessing academic accommodations in their postsecondary educational attainment. Specifically, this study will examine perceptions, experiences, attitudes, and academic accommodations related to the success or failure of postsecondary SWDs. Participants will include postsecondary SWDs attending a small, private, faith-based institution of higher education in Lakeland, Florida, a city in Polk County, which is centrally located between Tampa and Orlando, Florida.</p><p>

<p> The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This qualitative study addressed secondary general and special education teacher attitudes and beliefs surrounding the practice of inclusion. It focused on comparing data on teacher attitudes towards the inclusion of students with disabilities into the general educational setting. Forty secondary teachers of varying ages, education, and with a range of five to 32 years of experience, from several school districts around metropolitan Saint Louis participated in this study. An electronic survey and semi- structured interviews were employed to query the teachers&rsquo; attitudes regarding the inclusion of students with disabilities in the general educational setting and the perceived barriers. The results indicated that teachers&rsquo; attitudes were generally positive toward the ideology of inclusion; however, when asked to express their views about the practice of inclusion in open-ended survey questions, results indicated less than positive views toward the practice of inclusion for all students. The most noteworthy factors associated with the negative attitudes was the lack of administrative support, and lack of training. Results also indicated that special education teachers&rsquo; attitudes towards inclusion were significantly more positive than those of general education teachers. The analysis of data revealed there was not a significant correlation between teachers&rsquo; attitudes of inclusion in regards to their type of certification, degree level, and years of experience.</p><p>

<p> Autism spectrum disorder (ASD) is characterized by deficits in social interaction and social communication skills. High ASD prevalence rates have increased public concern about how persons diagnosed with the disorder will interact with others in their communities. Police officers routinely interact with people diagnosed with a variety of disabilities and mental illnesses. Current law enforcement training includes a broad focus on mental illness that may not be sufficient to prepare law enforcement officers to interact with persons diagnosed with ASD. The present study evaluated the effectiveness of a privately-owned ASD training program developed for law enforcement officers. A total of 195 police officers participated in this study during 3 separate training events at 2 police departments in Southern California. Results showed a significant increase in participants&rsquo; knowledge of core ASD symptoms in 4 out of 6 program training modules. In addition, participants reported gains in the following domains: perceived confidence in interacting with persons with ASD, perceived practicality of providing accommodations for people diagnosed with ASD, and perceived relevance to participants&rsquo; work as police officers. The implications of these findings are discussed and recommendations are made regarding future presentations of the training and future areas of research.</p><p>

<p> Students with autism spectrum disorder (ASD) have challenges with communication, social interactions, and behavior, which can limit their functioning in school settings. They need to have functional communication skills to access the curriculum and have their needs met across all social environments. Special education teachers often experience barriers to successful implementation of augmentative and alternative communication (AAC) interventions appropriate for these students. The purpose of this case study was to understand how special education teachers experience AAC intervention processes, and illuminate the conditions for effective AAC implementation. A qualitative case study was conducted using interviews from 6 credentialed special education teachers who worked with ASD students for a minimum of 2 years in a school district in a western state. Coding and thematic analysis of data from interviews and work journals was conducted using Ely&rsquo;s condition of change theory as a framework. Findings for teachers&rsquo; perspectives of conditions needed to successfully implement an AAC intervention reflected the need for more time, resources, knowledge and skills, and investment from stakeholders. Recommendations included provision of resources to special education teachers for autism specific materials, on-going autism specific training and assistance, additional time for preparation and related duties necessary for working with these students. Future research on overall strengthening of AAC interventions and overcoming challenges for change is needed. Results of this study might assist schools in empowering ASD students by facilitating their functional communication skills, involvement, learning and academic opportunities across social environments. </p><p>

<p> Elementary music teachers often have students who are hard-of-hearing participating in their classes. Teachers need to be aware of what hearing impairments are and how these hard-of-hearing students have entered the music classroom. The present text explores assistive hearing technology, general music education for students with hearing loss, adaptations for the general music classroom, instrumental music for students with hearing loss and a brief explanation of song signing. The author attempts to better understand which strategies can be used to improve the music education of hard-of-hearing students. </p><p>

In hopes to add to the existing, yet limited literature surrounding music educators’ experiences with students with autism spectrum disorder (ASD), our study surveyed n=62 high school band directors currently serving in the state of Tennessee about their knowledge, perceptions, and training regarding the teaching of such students. By administering an originally designed, twelve-item survey, it was discovered that the majority of respondents had been underprepared in both their preservice and in-service training to effectively address the needs of students with ASD. Despite their lack of preparedness, an overwhelming amount of the surveyed band directors reported their students experiencing social, behavioral, and academic growth following participation in band. These revealed benefits of band participation further affirm the need for improved training for all music educators, both prospective and current.

The experiences of those with difficult to diagnose conditions, chronic illnesses, and disability lack intelligibility in an able-bodied world. Much of this originates in the disjuncture between first- and third- person experience as accounted for between patients and their doctors, caregivers, and the greater public. Utilizing the insights of feminist philosophy and disability studies, I will explore how these marginalized identities face consequences in the real world for their embodiment. I propose that the best methodology to examine the experiences of chronically ill, hard to diagnose, and disabled individuals’ experiences is through the phenomenological perspective. Through utilizing case studies, I will demonstrate the importance of first- to third- person encounters in medicine and receiving adequate treatment. By examining such experiences, as well as my own, through such a perspective, I argue we can work towards creating a more equitable world for the chronically ill, hard to diagnose, and disabled. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2020. / FAU Electronic Theses and Dissertations Collection

This paper uses narrative theory to take a look at how speech is represented in Mary Shelley’s Frankenstein, and how speech is connected to the characterisation of Frankenstein's Creature. The paper also looks at how the Creature's characterisation changes when he is made non-speaking in Richard Brinsley Peake 1823 stage play Presumption and the 1931 film Frankenstein. In these two adaptations, the Creature's characterisation is changed to make him less complex, and simultaneously both more innocent and more monstrous. By connecting this change to Disability Studies, this paper finds that using disabled traits to dehumanise disabled people is not uncommon in fiction, and that using an autistic trait in a fictional monster can reinforce harmful stereotypes about autistic people.