<p> Students with Emotional Disabilities (ED) graduate from high school at rates far below their peers. The completed study utilized archival data from former students&rsquo; special education folders and from a nondisabled comparison group to examine variables that had previously been studied in relation to graduation (e.g., repeating ninth grade, extracurricular participation) along with variables identified from the folders of the former students. The descriptive quantitative study identified variables that predicted graduation for individuals with ED and the differences between the variables for individuals with ED and the nondisabled group. The results indicated that GPA and extracurricular participation positively predicted graduation while the number of years spent in 9^th grade negatively predicts graduation for both groups. Specifically for students with ED, student attendance at special education meetings was statistically significant for predicting graduation.</p><p>

<p> This qualitative study was designed to gain insight on Jewish leaders&rsquo; conceptualizations and access to IDEA funding for their parentally placed private school children when Free Appropriate Public Education (FAPE) is not at issue. &nbsp;Additionally, this study explored the various ways Jewish leaders aid and advocate for these students. &nbsp;The current literature on parentally placed private school children with disabilities and IDEA funding is limited (Taylor, 2005). Therefore, this study sought to bridge this gap and inform policy makers, practitioners, and parents on the complexities of this topic. The methodology consisted of in-depth interviews and document collection and analysis. Participants were selected through a snowball sampling technique and were Jewish leaders from Jewish Day Schools in the Mid-Atlantic region: Maryland, Washington D.C. and Virginia. &nbsp;Their roles included principals, division heads, heads of school, and learning specialists. &nbsp;In-depth interviews were conducted with each participant over a span of two and a half months. Then these interviews were carefully read, transcribed, and coded using both In Vivo and descriptive codes. &nbsp;Six rich themes emerged through coding and document analysis. &nbsp;Documents collected were both private and public documents and were coded in a similar manner. &nbsp;The themes that emerged are as follows; <i>Leader, Parent, and Educator Knowledge, A Jewish Day School&rsquo;s Internal Process, Building Relationships with Stakeholders, Utilizing Internal and External Resources, The Belief of Inequity, </i> and <i>Mission and Advocacy.</i> The themes were tied back to the conceptual framework and answered the research questions that guided the study. Methods of validity included triangulation and member checks. Maxwell&rsquo;s (2013) research design ensured that there was consistent reflection and interaction between the goals, conceptual framework, methods, validity, and research questions of the study. In conclusion, the findings of this research hope to heighten awareness to Jewish educators, schools, and communities. </p><p>

<p> <b>Purpose.</b> Following recent federal legislation and related policy changes, co-teaching evolved rapidly as a strategy to provide students with disabilities access to the same curriculum as students without disabilities while receiving instruction in the least restrictive environment. It is unclear if co-teaching is an effective instructional strategy for educating students with disabilities in the least restrictive environment. The purpose of this causal-comparative study was to determine if there was a significant difference in students with disabilities&rsquo; academic performance in co-taught versus traditional classrooms.</p><p> <b>Methodology.</b> This causal-comparative study examined the effects of co-teaching on California students with disabilities&rsquo; performance on the Smarter Balanced assessments. Data were collected from 3 school districts representing 10 comprehensive high schools; 641 test results from the spring 2016 Smarter Balanced assessments of 11th-grade students with disabilities from co-taught and traditional classrooms in English and mathematics were compared using an independent samples <i>t</i> test.</p><p> <b>Findings.</b> Analysis of the 641 Smarter Balanced test results produced the following findings: (a) students with disabilities primarily receive instruction in the traditional classroom; (b) in co-taught classrooms, students&rsquo; primary disability was typically a specific learning disability; (c) <i>t</i>-test results indicated a significant difference in English test scores for students receiving English instruction in co-taught versus traditional classrooms; (d) <i>t</i>-test results indicated no significant difference in mathematics scores for students receiving mathematics instruction in co-taught versus traditional classrooms. </p><p> <b>Conclusions.</b> There is a statistically significant difference in the academic achievement of students in English. While performing lower than students with disabilities in traditional classrooms, students with disabilities in co-taught classrooms received access to the grade-level curriculum in the least restrictive environment. No statistically significant difference in the academic achievement of students in mathematics was noted, suggesting students with disabilities are performing similarly in mathematics regardless of instructional setting. </p><p> <b>Recommendations.</b> It is recommended additional research focuses on the academic achievement of students with disabilities in multiple settings, traditional, co-taught, and special education classrooms, to identify potential variations in achievement related to instructional setting. Additional research may determine the instructional setting&rsquo;s impact on students&rsquo; attitude toward learning, relationships with teachers, or other social-emotional factors.</p><p>

L'école a pour but la réussite de tous les élèves. Depuis déjà plusieurs années, le ministère de l'Éducation de l'Ontario prône l'inclusion en classe régulière de tous les élèves y compris ceux ayant des besoins particuliers. Parmi ceux-ci, on retrouve les élèves ayant un trouble de déficit d'attention avec hyperactivité (TDAH) dont l'inattention, l'hyperactivité et l'impulsivité les empêchent de fonctionner de façon globale comme leurs pairs. Ces caractéristiques entraînent souvent des conséquences aux plans personnel, social et scolaire. Au plan scolaire, plusieurs d'entre eux rencontrent des difficultés ou fonctionnent à un niveau inférieur à leurs capacités intellectuelles et posent tout un défi pour le personnel enseignant qui est souvent peu outillé pour répondre à leurs besoins particuliers en lecture. Ne pouvant étudier l'ensemble des répercussions de ces difficultés sur la réussite de ces élèves, la présente recherche se limitera aux stratégies d'enseignement de la compréhension de textes utilisées par le personnel enseignant. Ce choix repose sur le fait que l'apprentissage de la lecture a des répercussions sur l'ensemble des apprentissages des élèves. La recension des écrits a permis d'identifier des recherches portant sur les stratégies d'enseignement de la compréhension de textes pour les élèves en général mais peu d'entre elles se sont intéressées aux stratégies spécifiques pour les élèves ayant un trouble de déficit d'attention avec hyperactivité. En général, les auteurs suggèrent que le choix de stratégies d'enseignement aurait un effet bénéfique sur la réussite des élèves. Afin de savoir si le personnel enseignant les utilise, la présente recherche tentera de répondre à la question suivante: quelles sont les stratégies d'enseignement de la compréhension de textes utilisées par le personnel enseignant de l'élémentaire auprès des élèves présentant un trouble de déficit d'attention avec hyperactivité de type mixte? Cette recherche a pour but d'identifier les stratégies d'enseignement de la compréhension de textes utilisées par les enseignants auprès des élèves ayant un TDAH, les raisons pour lesquelles elles sont utilisées et le contexte dans lequel elles s'insèrent. La méthodologie est de type qualitatif et consiste en des entrevues menées auprès d'une dizaine d'enseignants de la région d'Ottawa. Dans le présent document le genre non marque, c'est-à-dire le masculin, quand il est employé pour désigner des personnes, renvoie aussi bien à des femmes qu'à des hommes.

<p>Abstract Currently, students with significant cognitive disabilities (SCD) are predominately exposed to a functional curriculum commonly delivered through behaviorists? methods (Keefe & Copeland, 2011). The most recent research has established that students with SCD who are presented with a high-quality comprehensive approach comparable to the best practices associated with general education practices can and do make positive gains in literacy skills (Bock, 2013; Browder, Ahlgrim-Delzell, Courtade, & Flowers, 2008; Erickson, Clendon, Abraham, Roy, & Van de Karr, 2005; Koppenhaver& Erickson, 2003,). The purpose of this phenomenological study was to examine potential barriers to implementing a comprehensive balanced literacy instructional program to students with SCD. The central question in this study was, what are the barriers to implementing a balanced literacy approach for students with significant cognitive disabilities? Three research questions guided the study, 1) What is the current knowledge base and understandings of administrators and teachers as it relates to teaching literacy skills to students with significant cognitive disabilities, how is this knowledge acquired, and how has it changed over time, 2) what are the perceived needs that need to be fulfilled in order for a systemic shift from a functional literacy curriculum to a balanced literacy curriculum approach to occur, and 3) how does the efficacy and beliefs held by teachers and administrators relate to the translation from research to practices as it corresponds to literacy instruction? Data was collected through interviews with administrators, special education teachers, and researchers. The analysis of the data from this study lead to the emergence of five key themes related to potential implementation barriers: acquisition of knowledge, current perspectives and understanding of literacy education, factors influencing curriculum decisions, high quality and relevant resources and supports, and systemic changes.

<p> This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings. </p><p> The main research question was, How, if at all, can andragogy learning theory be applied to inclusive education for preschool learners with autism? To answer this question, the researcher set up a standalone intervention experience for the study participants, utilizing two self-assessments and discussion group, with time for self-reflection. The stakeholders of the project included leaders, those that are in positions of authority in providing supports to preschool learners within the early childhood center; and practitioners, who are responsible to implement the supports for preschool learners in the early childhood center. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes. </p><p> The leaders and practitioners took the two self-assessments and from the second self-assessment tool, MIPI-PLA, individuals volunteered to participate in a focus group discussion. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and responsibilities, learner engagement, communication differences, valuing learners with autism point of view, belief in learners with autism, and transformative learning/change. </p><p> The program evaluation found that andragogy learning theory provides support towards transformative change in beliefs, attitudes, and values with regards to preschool learners with autism engaged in inclusive opportunities. Ultimately, the experience of critical self-reflection through self-assessment provided the leaders and practitioners a different perspective regarding their assumptions of the preschool learner with autism and their capabilities in participating in an inclusive education experience.</p><p>

<p>The disproportionate nature of special education, notably with African American students, is longstanding and most pronounced in judgmental eligibility categories such as intellectual disability and emotional disturbance. Numerous studies on disproportionality conclude there is not a single causative factor, but point to the multifactorial nature of the issue and the complex interplay among different factors. Research related to the role social factors exhibited in an institution have on special education referral and eligibility determination is more limited. This is important since practices employed during the eligibility process take place within the institution?s social environment and are underpinned by the beliefs and values of those that administer the process. By employing a mixed methods study design, the author examined the following questions: 1) are minority students, particularly African American elementary school students, more likely to be disproportionately represented in special education eligibilities across school districts in the county, and if so which ones; 2) within the referral and eligibility process employed, what criteria are used to determine the eligibility emotional disturbance; and 3) do the commonly held perceptions and practices present within the school district?s culture influence the process and decision-making for eligibility? Quantitative data were obtained from appropriate Illinois State Board of Educations (ISBE) websites and through a Freedom of Information Act request to the State Board of Education for specific data and statistics related to the special education population for 116 elementary school districts in a suburban midwestern county. Data showed 11 school districts demonstrated disproportionality, a risk ratio >3.0, for years 2011-2013. Of these, eight involved the African American student, with six school districts disproportionality centered on emotional disturbance thereby qualifying as potential candidates for Phase 2. Important to note, unlike previous research on disproportionality that examined school districts with predominantly Caucasian or even more diverse student populations, this study?s school district was primarily Hispanic, 94%, with African Americans making up 2% of students. This provided a unique opportunity to study two minority populations. The second phase of the study employed a qualitative approach of in-depth, semi-structured face-to-face interviews of key professionals involved in special education eligibility determination from the selected school district. Findings revealed two broad points related to the social environment of the school district that appeared to impact the referral and eligibility process. First is the strength of administrative leadership vis-a-vis process implementation and second is the sociocultural environment of the district. In this case, leadership was passive when it came to ensuring fidelity to tiered intervention plans, a critical component of the referral process. Basically leadership allowed fidelity and accountability to the intervention process by teachers to be lackluster at best or worst case absent. Consequently, teachers more resistant to engaging in the intervention process tended have higher student referrals. The sociocultural environment of the school district studied is comprised basically of two divergent economic classes, the middle class predominately Caucasian educators/administrators and the student population who are of low to very low economic status and predominately of two racial/ethnic minorities. Comments consistently emerged from interviewees regarding differences seen between the Hispanic and African American students culturally, their perceived value structures, and observable behaviors. A key insight from this research was being a racial/ethnic minority does not per se lead to disproportionate representation in the emotional disturbance eligibility, the dominant culture of the social composition of the student population influences the perceptions and understanding of the educators and professionals who, for the most part, are Caucasian, middle class and more often than not female. Basically, there is an acclimatization of the educators to the culture, behaviors and values of the dominant group against which other racial/ethnic behaviors and values are positioned and judged. The culture, values and behaviors of, in this case, Hispanics students were perceived to be different than that of the African American student and less tolerated. The intent of this researcher was to provide data that advanced the knowledge of how the social environment of a district interplays with its? professionals? belief to shape decision-making and how, in turn, this impacted the issue of overrepresentation of African American students in special education, specifically emotionally disturbed. This study has shown primary contributors to referral and eligibility was poor school leadership over intervention implementation and differences between the social norms and cultural perspectives of the school environment stakeholders and those of African American students. It is critical from both scholarly and applied practice perspectives that an ongoing effort to implement culturally responsive pedagogy within the school environment. Similarly, research focusing on interventions designed to shape teachers? perceptions of student behavior is essential to ensure not only equitable educational opportunities, but also eradicate disproportionality.

Abstract not available.

The purpose of the study was to examine a literacy program serving Canadian deaf and hard of hearing adults, through a socio-cultural perspective of learning. A provincially-funded literacy program for deaf adults provided an opportunity to understand the dynamics of literacy learning within a richly cultural environment. Theories of situated learning and situated cognition were used to examine learning within six literacy learning settings. The findings of the research study showed evidence of situated learning and communities of practices. Four socio-cultural themes emerged from the findings: ASL as a shared language, roles of instructors, new literacy practices and personal development. The socio-cultural elements played a role in the lived experiences of the learners and helped shape the students' identities as deaf literacy learners. The findings of the study provide new insights on how literacy learning can be embraced using a socio-cultural perspective and deepens our understanding of deaf literacy learning.

No description available.