This study examined the best friendships of 40 adolescents with visual impairment. Twenty three best friends of these adolescents also participated in the study. The 63 participants completed a Demographic Form, the Intimate Friendship Scale (Sharabany, 1974), and the Telephone Survey. Ten dyads, who were representative of the study sample, were selected for Personal Interviews. Each of the 40 adolescents with visual impairment and the best friend were similar in gender, ethnicity, grade in school, grades earned in school, and dating experience. Twelve of the best friends also had a disability. On the Intimate Friendship Scale both the adolescents with visual impairment and their best friends rated the dimensions of Frankness/Spontaneity, Giving/Sharing, Trust/Loyalty, and Attachment as being the most salient characteristics in the reported best friendship. Analysis of Variance (ANOVA) tests to examine the effect of gender (male, female), vision status (blind, low vision), and grade group (junior high school, senior high school) yielded significant interaction effects for Frankness/Spontaneity and Trust/Loyalty. The majority of response for where friends spent time together was in the home environment, with the most common activities they reported doing together being hobbies. When talking together both members of the friendship dyad most frequently reported topics around other people and hobbies. Few study participants reported that the visual impairment impacted the activities the friends could do together. The activities that were difficult were ball sports and watching movies. When the 23 best friends reported how their time with another best or close friend was spent, there were few reported differences from how they spent time with the adolescent with visual impairment. Adolescents with visual impairment established reciprocal friendships which had high levels of intimacy and were similar to those of sighted peers. Together the friends engaged in activities typical of nondisabled adolescents. Participants in this study appeared to recognize the limitations of the visual impairment and to adapt interactions appropriately. There were not major differences in the reported friendships of study participants compared to adolescents described in the literature.

<p> Since the inception of ESEA of 1965 student achievement has been one focus on public education. Fast-forward to NCLB of 2001, a reenactment of the ESEA of 1965; school leaders have been pushed to demonstrate student achievement to all learners. With increased demands to close the achievement gap and track struggling learners co-teaching models have become increasingly popular in public schools. </p><p> This study took place in a public high school located in the Southwest region of the United States. The study consisted of mix-methods using both quantitative and qualitative measurements. The study examined student achievement among general education and special education students who participated in co-teaching model core classes. Academic achievement using quarter one and quarter two benchmark assessment findings were compared between general education and special education students. </p><p> The ATTMS survey was administered to both general education and special education teachers who work in co-teaching model classes in English, mathematics, science, and social studies in the study school. The survey was distributed to 23 teachers at FKHS and secure software was used to ensure the survey respondents remained anonymous. The survey consisted of nine Likert-scaled questions to measure teacher attitudes toward teaching all students. </p><p> After the survey was administered, five general education and five special education teachers volunteered for a one-hour focus group interview. The interview was transcribed and common response sub-items were discovered. </p><p> The quantitative results did not show a significant difference between academic achievement among general education and special education students enrolled in co-teaching model classes in each of the core content areas. The focus group interview portion of the study revealed several response sub-items from general education and special education teachers who participate in co-teaching model classes. Teachers did not provide negative feedback during the focus group, rather they provided positive input regarding the need for more support to ensure all students are successful. The survey question teachers responded to were not necessarily supported by the focus group discussion. Interestingly the focus group discussed the interpretations of the survey questions and most of the survey questions were not fully supported by the focus group discussion. The response sub-items provided more insight as to why respondents selected positive, negative, and neutral choices. Overall teachers had a vested interest in all of the students they serve including students with mild to moderate disabilities.</p><p>

<p> The purpose of this research project was to compare the effectiveness of co-taught teaching classrooms to non-co-taught teaching classrooms through an analysis of grades in geometry classes. Data for this project was collected through the use of a high school's grading software system. During the 2016&ndash;2017 school year, special education students had the opportunity to be placed in a co-taught geometry classroom. For the 2017&ndash;2018 school year, the high school no longer offered co-taught geometry classes. Special education students participated in geometry with no special education teacher. </p><p> All grades for special education students were printed for each marking period. This was done for both the co-taught geometry classes for the 2016&ndash;2017 school year, and the non-co-taught geometry classes for the 2017&ndash;2018 school year. In order to see if co-taught teaching is more beneficial, and aids in student success in the subject area of geometry, for students with special needs, grades were compared.</p><p>

<p> Using a mixed-methods approach, the researcher investigated the generalization of Positive Behavior Supports Skills (PBIS) within an Early Childhood Special Education (ECSE) program, implemented with fidelity, as evidenced by statewide recognition for 10 years in a row, to the kindergarten setting in a Midwestern School District. Through investigating the generalization of PBIS social-emotional skills, the researcher aimed to identify possible frameworks for schools to better prepare students for the kindergarten transition. To investigate the generalization of skills, the researcher used secondary data in the form of 175 externalizing behavior screener scores for students who participated in a PBIS ECSE program in the 2015&ndash;2016 school year and the 460 kindergarten behavior screener scores from the fall of the 2016&ndash;2017 school year. The researcher analyzed the scores by student subgroups: participation in a PBIS ECSE program, gender, birthdate range, English Learner (EL) status, special education participation, and free and reduced (F/R) lunch eligibility. Despite the observable reductions in externalizing behavior, only the student subgroup of birthdate range from August through February demonstrated a statistical significance in generalizing social-emotional skills learned in a PBIS ECSE program. Through analysis of the qualitative data, the researcher concluded two random kindergarten teacher participants and two random elementary administrator participants found prior preschool experience better prepared students socially and emotionally for the rigors of kindergarten. The qualitative data and observable differences in the quantitative data sources suggested prior participation in a PBIS ECSE preschool program would prepare students for the transition to kindergarten, while previous research determined the PBIS framework would aid schools in helping children adjust socially and emotionally to new academic settings through the use of universal expectations and tiered levels of behavior supports.</p><p>

<p> Historically, African American male students have been disproportionately overrepresented in special education under the eligibility categories emotional disturbance, and behavior disorders. Additionally, African American male students with disabilities have consistently underperformed academically. If a student does not perceive that the teacher cares for him, it may be more difficult for a teacher to be successful in engaging the student in the learning experience. The literature indicates that care is a basic need that is grounded in relationships. In schools, those relationships are based on the interaction between the student and teacher. There is a lack of data that specifically addresses the care of African American male students with special needs in nonpublic-school settings. This qualitative study utilized interviewing as a methodology to better understand how the care of a teacher supported the educational experience of African American males for the purpose of informing teachers and leaders in how to work with this specific population of students by addressing the following research questions: (a) How do African American male secondary school students with special needs define care? (b) To what extent do African American male secondary school students with special needs&rsquo; perceptions of teacher care affect their educational experiences? (c) Based on African American male secondary school students' with special needs perceptions of teacher care, how are the components of the ethic of care demonstrated in the classroom by the teacher? (d) How are the three suppositions of culturally relevant pedagogy demonstrated by the classroom teacher, according to the perceptions of African American male secondary school students with special needs?</p><p>

<p> This research is a case study in which the effects of sensory input are evaluated on one student with Autism Spectrum Disorder. Sensory Integration Therapy (SIT) is often used as a part of treatment programming for individuals with autism. This research aims to evaluate a correlation between sensory input and its effects on transition latency. Sensory input was given to the student prior to his first work session of each day. Data was taken on how long it took the student to begin working following the input and prompt to work. Throughout the research two additional factors were considered; the function of the student&rsquo;s behavior and the element of choice. This research suggests that by looking at sensory input, but adding the elements of behavioral function and individual choice, this research may arouse further research of SIT.</p><p>

<p> This study investigates the outcome of using two different types of token economy boards to reduce disruptive behavior and off-task behavior of children ages five to seven, in a self- contained special education setting in a suburban public school. The purpose of using two different types of token economy boards is to find out which token board is more effective in reducing target behaviors. One token board is personalized with a picture of the student and their favorite characters or toys; the other chart is plain with no personalized pictures at all, other than a Board Maker picture of the preferred behavior and a picture of the reward. </p><p> The sample used for data collection consists of three students, one female and two males, aged 5 to 7, diagnosed with Autism. Data collection included a detailed and accurate count of the disruptive and off-task behaviors that were logged onto data sheets. Data was collected from the student&rsquo;s arrival in the morning until dismissal time at the end of the school day by having each one-to-one paraprofessional use a clicker counter for each disruptive behavior. The collection of data took place over five consecutive weeks, where the two token economy boards were alternated weekly for each child. The aim for this study is to draw conclusions on which token board provided better results in positive behavior, as well as if a noticeable preference was observed in the student&rsquo;s reactions to the different token boards. </p><p> Mixed methods research was used in this investigation, which includes the mixing of qualitative and quantitative data. My hypothesis stated that a higher rate of on-task behavior would occur, with less disruptive behavior, by using a token board with personalized pictures for this age group of children. The conclusions of this investigation show that a higher rate of on-task behavior with less disruptive behaviors occurred from using the plain token economy board for this age group with their current medical diagnosis of autism.</p><p>

<p> This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants&rsquo; use of these learning strategies in general education classrooms. This study attempted to investigate student participants&rsquo; and general education teachers&rsquo; perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher&rsquo;s teaching team also contributed their perceived observations of student participants&rsquo; use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study&rsquo;s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.</p>

<p> Finding a way to motivate students to complete their work is a problem that has been a topic with plentiful research. The use of reward systems is one way in which educators have tried to motivate their students. The research discusses the impact that reward systems have on intrinsic and extrinsic motivation. The impact of the rewards on intrinsic and extrinsic motivation will be examined through the literature review. New programs have emerged trying to impact student motivation. One of these newer programs will be examined (PBIS- Positive Behavior Interventions and Supports) through the literature review. </p><p> There is limited research on classroom rewards systems from the parent&rsquo;s perspective. This study uses a mixed methods approach with parent surveys of the classroom reward systems in four elementary school classrooms. This data will be analyzed against the four classroom teacher interviews. This will expand on the limited research analysis of the parent&rsquo;s viewpoint on their child&rsquo;s classroom reward system.</p><p>

Cette thèse vise à vérifier si l'apprentissage de la musique influe sur l'acquisition de la langue française (lecture et orthographe) chez des enfants francophones dyslexiques de 3ieme et eieme année primaire. Les participants de cette étude ont été soumis à cinq évaluations: trois en français et deux sur les aptitudes musicales. Cette étude a permis d'observer non seulement que l'apprentissage de la musique n'améliorait pas l'apprentissage de l'orthographe d'usage pour les éléments "copier des mots déjà écrits" et "écrire un mot après l'avoir lu", mais occasionnait une détérioration de deux autres éléments de l'orthographie usuel "écrire un mot cité par l'examinatrice" et "écrire le mot le plus approprié pour identifier une image visualisée". Par contre, on observe une amélioration de la compréhension de la lecture.