No description available.

No description available.

Thesis (M. Ed.)--York University, 2001. Graduate Programme in Education. / Typescript. Includes bibliographical references (leaves 93-98). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://wwwlib.umi.com/cr/yorku/fullcit?pMQ67769.

The purpose of this study was to detail the implementation of a Response to Intervention program in an urban school district and to measure the impact of the program on the reading achievement and special education population at the elementary school level. The study followed the process used by the district to introduce the RtI philosophy in ten selected elementary schools and then to expand the program to all of the 33 elementary schools within the school district. The author details the methods used and the support provided to teachers and school leaders during the implementation.The reading achievement data was taken from school district records of the DIBELS assessments given at the End of Year (EOY) for the school years 2008-2009, 2009-2010, 2010-2011, and 2011-2012. This data was analyzed for overall growth following the full RtI implementation as well as the resulting EOY 2012 performance. Data was compiled at the school and district level. Title One and non-Title One school performance was compared and placed in rank order of performance. Four schools were identified as strong performers and those principals were interviewed to determine successful strategies for supporting the RtI implementation. The successful schools were found to have stressed fidelity to the district literacy curriculum model for strong Tier One instruction for all students, as well as maintaining fidelity to the selection of students and the intervention program design for those students in Tier Two intervention. Special education student population was analyzed using annual state department of education reports. Consistent decline of identified students at the elementary school level was noted following the RtI implementation. An overall decrease of 824 students receiving special education services was noted across the school district. There was a correlation of an increase in student reading achievement and a decrease in special education population following the RtI implementation. / Department of Educational Leadership

No description available.

The purpose of this study was to examine the provision of physical, occupational and speech therapy services and restrictiveness of settings for programs for children, 3-5 years old, with disabilities by North Carolina school districts. Public and federal school systems in North Carolina were participants in the study. A survey research design was utilized to collect information from school districts. In addition to examining implementation of related service and least restrictive environment requirements in the Individuals with Disabilities Education Act (IDEA), possible effects of district size was also explored relative to the provision of preschool services. Also examined was whether differences existed between the public and Department of Defense federal school systems. Data from surveys received from North Carolina Exceptional Children Program Administrators were used to illustrate that not all school districts provided all necessary therapy services to preschoolers with disabilities. Occupational therapy was the most reported therapy not provided to children identified as requiring the service. The primary reason for not providing therapy was a shortage of appropriate personnel. / Ed. D.

Thesis (MA)--Stellenbosch University, 2015 / ENGLISH ABSTRACT : The present research set out to explore parents‟ perceptions of therapeutic horseback riding as an activity for their children with multiple disabilities. It was designed to explore their vicarious experiences of the activity as well as their perceptions of their children‟s experiences of the activity. In order to achieve this, a semi-structured interview was set up with 12 parents whose children participate in therapeutic horseback riding at the South African Riding for the Disabled Association (SARDA) in Constantia, Cape Town. The children ranged in age from 6-17 years and had a range of disabilities including physical and intellectual disabilities. Upon completion of the interviews, the data was transcribed by the researcher and analysed using thematic analysis. Following thematic analysis, three themes emerged: the effects of therapeutic horseback riding on the children, parents‟ personal experiences of therapeutic horseback riding and SARDA, and parents‟ perceived reasons for the improvements in their children. These results are supported by results in existing literature. The results however also address a gap in the existing literature regarding parents‟ perceptions of therapeutic horseback riding and their children‟s experiences of the activity. Stellenbosch University https://scholar.sun.ac.za / AFRIKAANSE OPSOMMING : Die huidige navorsing het ten doel om ouers se persepsie ten opsigte van terapeutiese perdry as aktiwiteit vir hul kinders met verskillende vorms van gestremdheid te ondersoek. Daar is gepoog om sowel die ouers as die kinders se ondervinding van die aktiwiteit te bepaal. Ten einde die doelwit te bereik is semi-gestruktureerde onderhoude gereël met twaalf ouers wie se kinders aan die terapeutiese perdry by die South African Riding for the Disabled Association (SARDA) in Constantia, Kaapstad deelneem. Die kinders se ouderdomme het gewissel tussen 6 en 17 jaar en hulle het 'n verskeidenheid van gestremdhede gehad wat beide fisiese en intellektuele gestremdhede ingesluit het. Na afhandeling van die onderhoude, is die data opgeteken deur die navorser en verwerk deur gebruik te maak van tematiese analise. Uit die tematiese analise het die volgende drie patrone duidelik geword: Die effek van terapeutiese perdry op die kinders, ouers se persoonlike ondervinding van terapeutiese perdry en SARDA en ouers se persepsie van die redes vir verbetering in hul kinders. Hierdie resultate word ondersteun deur bestaande literatuur. Die resultate vul ook „n gaping in bestaande literatuur aan ten opsigte van die ouers se persepsie van terapeutiese perdry en ook ouers en hul kinders se ervaring van die aktiwiteit.

Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives. / by Lindsay Jesteadt. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Thesis (Psy. D.)--Wheaton College (Ill.), 2006. / Includes bibliographical references (leaves 69-72).

Thesis (Psy. D.)--Wheaton College (Ill.), 2006. / Abstract. Includes bibliographical references (leaves 69-72).