Doctor of Philosophy / Curriculum and Instruction Programs / Socorro G. Herrera / Throughout the last several decades, rises in CLD student populations and teacher accountability have factored in the increased numbers of CLD students being referred for, and placed in, special education. Because traditional evaluation processes do not reliably distinguish student learning problems that result from culturally/linguistic difference from those associated with innate disability, once referred, most CLD students go on to be placed in special education. Since over-referral is a key factor in over-representation, the purpose of this qualitative study was to identify and examine the student and teacher factors associated with referral of bilingual CLD students for special education evaluation. The primary sources of data for this study were school records generated by classroom teachers, and semi-structured interviews with teachers who had referred bilingual CLD students for special education evaluation. Qualitative data garnered from these sources permitted identification and description of CLD student learning behaviors, and teacher interpretations thereof, which factored into referral of these students for special education. Results, obtained through review and analysis of 27 referral records and six teacher interview transcripts indicated that lack of teacher preparation was a significant factor in the teacher's ability to appropriately perceive and respond to CLD student learning behaviors. Most notably, grade-level teachers tended to overrate the CLD student's English language proficiency based upon observations made within the school setting. Once determined to have enough English, the CLD student's language needs were essentially disregarded throughout the pre-referral (intervention) process. Student failure with unaccommodative interventions appeared to reinforce teacher perceptions of prereferral as a confirmatory process rather than the means by which student learning problems could be resolved. These phenomena were compounded by the teacher's expressed deference for psychological test data and preference for special education placement. Teachers form observation-based opinions about CLD student language proficiencies which can derail the instructional and intervention process for CLD students and lead to inappropriate referrals for special education. Further research is needed to determine the reliability of such teacher impressions and methods by which these teachers can better identify and respond to CLD student's language assets and needs.

Research has previously highlighted the physical, social, affective and cognitive benefits of engagement in quality physical education (PE) (Bailey, 2006). Furthermore, practical, physical and expressive creative experiences in education have also been cited as being an important constituent when educating children and young people with social, emotional and behavioural difficulties (SEBD) (Cole and Visser, 1998). However, research has yet to address the experiences of the child with SEBD, as told by themselves, alongside the ideological benefits of their participation in physical education. As such, this study has examined how children and young people experience the National Curriculum of PE in England and Wales. Specifically working with those deemed by their school to have SEBD, this study aims to give voice to how participants create meaning of their PE experiences. A case study methodology was adopted whereby, after a period of piloting and familiarisation, two periods of twelve weeks were spent with six adolescent boys, each described by their schools as having SEBD. A range of participatory methods were used to elicit their perceptions of PE. Inductive processes of analysis generated outcomes which showed signs of the idiosyncratic nature of varying experiences and multiple truths. A number of themes emerged from the analysis of each case, aside to the contextualised responses of individuals. Participants spoke of their affinity towards the inherent practical nature of PE, which appeared to be forgiving of their desire for cathartic opportunities to participate physically. They regularly discussed their perception of PE being a subject allowing for relative freedoms not found elsewhere in their curricula. Narratives which described their experiences were also characterised by issues which focussed upon the non-educational aspects of the subject. The perceived pardon from the academic demands of school life, and the subsequent opportunities for socialisation with peers, were described as times which cemented the both positive and negative social systems at place in their classes. ii The case studies have resulted in the discussion of experiences which demonstrate the rich and highly individualised nature of children and young peoples‟ time in PE. The nature of their difficulties appeared to exacerbate and heighten the responses to participation which have been commonly reported in previous studies. Participants‟ time in PE was shown to be an example of the challenges that they face in their school lives more broadly. PE served to magnify both the positive and negative responses to education that were described as being experienced elsewhere in their curriculum subjects. This research has shown that, when adopting methodologies which privilege participatory methods, it is possible to gain greater depth of understanding as to how children with social emotional and behavioural difficulties experience physical education.

This study was designed to investigate the usefulness of the Higher Order Thinking Skills (HOTS) program as a nontraditional tool for identification of giftedness in educationally disadvantaged students. Twenty-three HOTS students were studied. The comparison group consisted of eight students. This study used the quasi-experimental pre-posttest design. Pre and post tests of the Cognitive Abilities Test (Cog AT) were administered to both groups. The HOTS group was given the Woodcock Johnson Psych-educational Battery: Part One (W-J) and rated on a teacher's checklist before and after treatment. Treatment consisted of sixty hours of HOTS instruction. The t Test for dependent samples was used to analyze all the data to determine any significant gains. Significant growth was noted with the HOTS group in the quantitative and Nonverbal areas as well as in all the W-J subtests. The HOTS program is useful in advancing students' thinking skills in a short period of time. Further research is warranted to determine if greater gains would be achieved through a larger sampling and longer study.

This study examines the pre-writing strategies and behaviors of three fifth grade students diagnosed as having learning disabilities as they participate in a process writing program which embeds elements of strategy intervention in a holistic environment. Five questions are posed, four of which relate to planning strategies, their effects on rough drafts, and whether or not either change over the course of one school year. The fifth question addresses change measured by standardized assessment. The Test of Written Language (Hammill & Larsen, 1983), a controlled writing sample, a concept interview, a brainstorm interview, the Manual Observation Form (Goodman, 1984) and actual writing samples are used to record and analyze data. Results show growth in strategy use, and in areas related to generation and organization of material. Results also show growth in students' positive attitudes toward writing. Findings support use of such a process writing approach with students who have difficulty achieving proficiency in written language. Specific implications for educators are discussed.

The reliability and validity of a new self-assessment questionnaire was evaluated. Fifty-five college freshmen with learning disabilities (SALT) and 55 freshmen with no learning disabilities (Control) rated their abilities using a Likert scale in 15 subscales (Writing, Spelling, Reading, Note Taking, Attention, Memory, Spatial Abilities, Mathematics, Cognitive Abilities, Social Relations, Study Habits, Motor Skills, Language, Processing Time, and Impact). The test-retest stability coefficient and the internal consistency proved the questionnaire to be reliable. Concurrent validity was examined by correlating the 15 subscales with the WAIS-R. Associations were found in the Writing, Attention, Memory, and Mathematics subscales. Construct validity was examined via t-test comparisons of the SALT and Control groups' mean scores on the subscales. The two groups rated themselves significantly different in abilities in 13 of 15 subscales (all but Social Relations and Study Habits), demonstrating that the questionnaire can discriminate between SALT and Control groups in these areas.

This descriptive socio-linguistic study examines second grade children's biliteracy development in a private school in Buenos Aires, where English is taught as a foreign language. It describes a bilingual setting in Argentina and determines how these second graders are becoming biliterate. The major findings of the study are: (1) Students are learning English as a foreign language, not as a second language. (2) The model of language learning influenced the children's perceptions of themselves as language learners, readers and writers. (3) Students frequently transferred and applied literacy in the first language (Spanish) to foreign language literacy (English). (4) In order to read and write in a language, a person doesn't have to be orally fluent in it. (5) Learning is a socially constructed process.

Young children are being exposed to violence at an alarming rate. Many societal issues have changed over the last three decades since Head Start began, including an increase in violence. According to Beyond the Blueprint: Directions for Research on Head Start's Families (Phillips & Cabera, 1996), violence is a major issue which should be studied to determine Head Start's role. Head Start parents were surveyed in 1996 to determine (a) how they teach their children non-violence, and (b) how they would like Head Start to support them. Surveys were analyzed and served as the basis for developing interview questions for a separate group of parents in 1997. Interviews were conducted with Head Start parents to determine (a) how their child is exposed to violence, (b) coping methods parents use when their child is exposed to violence, and (c) what parents think Head Start's role should be regarding violence. Interviews were analyzed and recommendations regarding Head Start's role are discussed.

<p> This study explores the shared narratives of males who are African American, come from low-income families, struggled with school success, and may have been identified as needing specialized instructional services or having learning disabilities. This study includes three participants' narratives on the obstacles and supports they faced during their high school years and when transitioning beyond. It identifies shared themes of sports, reputation, and instruction, transitioning, and mentoring &mdash; including the relationship between each and how it impacted their school success.</p><p> The development of these thematic elements are related to developing networks and resources related to culture values, identities, and access to social capital. Participants ranged from 22-23 years of age, all having officially graduated from high school, transitioned to college to play sports, but failed to meet the academic requirements necessary to maintain eligibility.</p>

<p> This study examined the experiences of bilingual parents who have a child with a disability, during two points in the special education process, eligibility and IEP. This study was designed to interpret parents&rsquo; experiences using Ecological Systems Theory (Bronfenbrenner, 1979) and Social Dominance Theory (Sidanius &amp; Pratto, 1999) in order to draw conclusions as to if parents provide informed consent. </p><p> The population included nine parents of students with disabilities. The parents all identified as Hispanic, native Spanish speakers, and as a primary caretaker of the child with a disability. Basic qualitative research (Merriam, 2009) was conducted, and study data was collected by a semi-structured interview protocol. The interviews were conducted by the researcher, or a qualified Spanish speaker if needed. Data was transcribed, and analyzed using qualitative analysis to determine emerging themes. </p><p> The study&rsquo;s results provided evidence on parents&rsquo; perceptions on the special education process impact their provision to provide informed consent. Parents perceived they were involved in the special education process, they used relationships with others to find support in the special education process, and they perceived barriers to participating in the special education process. Analysis of these findings on parental perceptions during the IEP process reveal that bilingual parents are not providing informed consent. Recommendations that can be implemented at a teacher, school, or policy level are made.</p>

The passage of P.L. 99-457 catapults the issue of parent involvement to the forefront of early childhood special education. Because Part H mandates the establishment of comprehensive services for infants and toddlers with special needs and their families, including the development of an Individual Family Service Plan for each family, but does not specify how family strengths and needs should be addressed, there is a critical need for research exploring the process of parent and professional collaboration at mandated meetings for preschool age children. / Because the study of collaboration is the study of a social process, research methods capable of embracing the phenomenological complexity of the issues must be considered. Information gained through qualitative techniques should assist practitioners in fulfilling the spirit, as well as the letter of the law. / A qualitative study of parent and professional collaboration at mandated meetings for preschool children with special needs was conducted. Twelve initial placement staffings and two special reviews were observed, and indepth, open-ended interviews with sixteen parents and eighteen professionals were conducted. A metaphor of a theatrical play is used to analyze and present the findings. Costumes, set designs, training, characters, interpersonal dynamics, and communication patterns evidenced in the performances are explored. Reviews by participants and a thorough critique by the ethnographer are also presented. A model of the interactive process operating at meetings and the impact of external and internal forces is provided. Results reveal issues not addressed in previous literature. / Special attention is given to presenting those practices found to facilitate and those impeding the collaboration process. Suggestions for improving the collaboration process and implications for practitioners are addressed. Service providers and parents will gain new insights into the process involved at meetings as well as the roles and functions of individual team members. By receiving information gathered through qualitative research methods, practitioners will be better equipped to function in their respective roles at IFSP and IEP meetings. / Source: Dissertation Abstracts International, Volume: 53-10, Section: A, page: 3493. / Major Professor: Pearl E. Tait. / Thesis (Ph.D.)--The Florida State University, 1992.