<p> Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and following teacher certification and experience had on overall teacher self-efficacy. This one-shot case study was based upon Bandura's theoretical construct of self-efficacy and secondarily on Tschannen-Moran, Woolfolk Hoy, and Hoy's theory of self-efficacy. The Teachers' Sense of Efficacy Scales (TSES) was used to collect data from regular education teachers with experience teaching students with ASD in 1st through 3rd grades in a Southern California school district. After the data were assessed for accuracy, missing data, and outliers, the analysis was conducted on 36 cases. MANOVAs were conducted to assess differences on overall self-efficacy. Separate ANOVAs were used since the overall self-efficacy and the subscores were highly correlated. Though the sample in this study was small (n = 36) for data analysis, the effect size showed that training experience and grade levels had a moderate to large effect on teacher self-efficacy (.16, .13, .13 respectively). Therefore teacher self-efficacy has a positive impact on student achievement. Implications for positive social change are self-efficacious teachers increase the academic achievement of students with ASD. In this way, such students can become self-sustaining, dynamic members of the work force and community.</p>

<p> It is estimated that there are 1 million paraeducators working directly with children in public and private schools in the U.S. Other titles for paraeducators include teacher aide, teaching assistant, paraprofessional, 1:1, aide, and educational assistant. Responsibilities include instructional support, personal hygiene, motor development, self-help skill development, behavior management, and clerical support. Despite this group's critical presence within schools, little research has been conducted to determine the extent that paraeducators experience job satisfaction, role conflict and role ambiguity. The purpose of this study is to gain an understanding about role conflict from 419 paraeducators working in 12 private special education schools in New York State. Data was collected using Rizzo, House and Lirtzman's Role Conflict and Ambiguity Scale, demographic questions, and an open-ended, narrative item. Multiple regression analysis determined if role ambiguity and/or demographics of age, gender, education, relevant experience, length of time in the position, plans to become a teacher, and status as a certified teacher or teaching assistant were statistically significant predictors of role conflict. Findings include five statistically significant predictor variables: role ambiguity, gender, age range of 50 years and older, experience of 5-9 years working with children who have disabilities, and seniority in one's current position. Qualitative data from 100 of the respondents yielded strong negative sentiment toward remuneration, coupled with strong expressions of commitment, concern, and deep affection for the students. The study concludes with recommendations to decrease role conflict and role ambiguity among paraeducators in private special education schools.</p><p> Keywords: paraeducator, role ambiguity, role conflict, job satisfaction. </p>

<p> This qualitative dissertation explored how high school students with significant cognitive disabilities in the moderate to severe category may receive an appropriate, standards-based education according to federal and state legislation given that they require fundamental living skills as well. It examined the ways their academic and functional learning requirements may be fulfilled through the development and implementation of a comprehensive curriculum consisting of adapted Common Core State Standards, life skills, and community-based instruction. It discussed the concept that students with cognitive disabilities require learning opportunities across a variety of settings, consistent with ecological development theory.</p><p> The study posed two key questions: How can high school students with significant cognitive disabilities access the Common Core State Standards in ELA, math, and science through a life-skills oriented, community-based curriculum? How do special education teachers perceive a curriculum emphasizing the integration of life skills and Common Core standards in ELA, math, and science? A research-based thematic curriculum was generated and field-tested on 7 educators of high school and middle school students with moderate to severe disabilities to obtain their perceptions of its feasibility and utility. The educators completed an initial background survey and then examined a voice-over PowerPoint curriculum sample using a curriculum evaluation form to guide their review. Educators were subsequently interviewed to determine their perceptions and check for alignment with previous responses.</p><p> Participants generally believed that students with significant cognitive disabilities could meaningfully access adapted versions of the Common Core based on students' level of ability and the provision of necessary supports. Key implications were derived from the findings. Teachers may need to engage in additional training and collaboration to generate customized curricula or modify existing programs to bring about student success. Special education teachers require the support of general education colleagues and local administration to enable the development or implementation of a comprehensively appropriate curriculum for the target population. More research is necessary to determine other ways the Common Core can be adapted for a greater range of ability levels to ensure success for all.</p>

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3106. Adviser: Gretchen Butera.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-07, Section: A, page: 2896. Adviser: Adelle Renzaglia. Includes bibliographical references (leaves 146-150) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ed. D.)--West Virginia University, 1999. / Title from document title page. Document formatted into pages; contains vii, 321 p. Includes abstract. Includes bibliographical references (p. 287-308).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008. / Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4293. Advisers: James Halle; Janis Chadsey. Includes bibliographical references (leaves 116-128) Available on microfilm from Pro Quest Information and Learning.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2008. / Title from PDF t.p. (viewed on Oct. 6, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: A, page: 0462. Advisers: David J. Flinders; Stephanie A. Sanders.

Thesis (M.A.)--Rowan University, 2006. / Typescript. Includes bibliographical references.

Thesis (PH.D.) -- Syracuse University, 2006 / "Publication number AAT 3242493."