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Through quantitative and qualitative methods this study examined the transition planning process in Virginia's Henrico County Public School Division for secondary students with learning disabilities in an effort to determine the extent to which postsecondary outcomes identified in their transition plans were achieved. Specific objectives of the study were (a) to determine the congruence between written objectives in exiting students' transition plans and identified recommended practices in the literature, (b) to determine the congruence between the transition plans developed for students with learning disabilities and their postsecondary outcomes, (c) to determine the extent to which identified recommended practices in students' transition plans were implemented, and (d) to identify facilitating and inhibiting factors to the transition planning process from the students' perspectives. Findings showed congruence greater than 50% between only three of the eight identified recommended practices in the literature and students' transition plans: parent/family involvement, development of self-advocacy/self-understanding skills, and participation in academic skills training. Considerably less congruence was evident for each of the remaining five practices. Interagency collaboration was not identified in any of the transition plans. Information gathered to determine the congruence between the transition plans developed for students with learning disabilities and their postsecondary outcomes showed the employment outcome area as having the greatest degree of congruence and the education outcome area as being less than 50%. Data collected to determine the extent to which recommended practices were implemented revealed vocational training, parent/family involvement, and paid work experience had been implemented 100% while the remaining practices were found to be implemented to a much lesser degree. Facilitating and inhibiting factors to the transition process as reported by participants revealed practices found in the literature as well as those not identified in the literature. Academic skills training emerged as a dominant facilitating factor. The lack of this training was cited most frequently as an inhibiting factor. In addition, teacher attitude was reported frequently as an inhibiting factor.

Children with Autism Spectrum Disorder (ASD) often require additional support, compared to their neurotypical peers. Caregivers of individuals with ASD frequently report mental health impacts including high stress, as well as the need for familial support. While literature exists around grandparents raising children with ASD, the researcher was unable to identify studies regarding the complex care relationship between mothers and maternal grandmothers as co-caregivers for an elementary-aged child with ASD. Therefore, the researcher conducted a phenomenological study to contribute to the literature on the experiences of mothers and maternal grandmothers as co-caregivers for an elementary-aged child with ASD. The researcher recruited eight mother and maternal grandmother dyads (n=16) and conducted a series of semi-structured interviews with the participants. The first interview with the mother, the second interview with the maternal grandmother, and the final interview with the mother and maternal grandmother, together. The overall phenomenon of co-caregiving originated from themes from interviews with mothers, maternal grandmothers, dyads, and photo-elicitation methods. The overall phenomenon of the lived experiences of mothers and MGMs emerged as a dynamic yet supportive relationship of mutual respect in their roles as co-caregivers of an elementary-aged child with ASD. Implications for practice and recommendations are provided, based upon the research of these eight dyads, for consideration of further supports for other mothers and maternal grandmothers of children with ASD.

Teachers are confronted with many obstacles when learning to be the best teacher they can for their students. Teachers face challenges such as working with introverted students, developing activities that are fruitful and sustainable for varying students, and keeping students all focused on the goal of learning (Tasgin & Tunc, 2018). However, the authenticity of an instructor, while being researched in college and counseling settings, has not been sufficiently examined in high school settings. The authenticity of the instructor is a motivating factor for students at the college level (Kreber & Klampfleitner, 2013; Kreber & Klampfleitner, 2012; Kreber et al., 2010; Ramezanzadeh et al., 2016a, 2016b). Therefore, this mixed-methods study aims to explore secondary teacher authenticity, specifically inside high school classrooms (Bayir-Toper et al., 2020; Kreber & Klampfleitner, 2013; Kreber & Klampfleitner, 2012; Kreber et al., 2010; Ramezanzadeh et al., 2016a, 2016b). Surveys will be administered to teachers, select teachers will be interviewed, and thematic analysis will be conducted.

Deficits in joint attention, imitation, and pretense are believed to contribute to subsequent difficulty in the development of a theory of mind in children with autism (Baron-Cohen, 1991; Mundy, 1995). Joint attention and other early social skills of children with autism (34 male, 4 female; ages 4 to 18 years) were correlated with measures of nonverbal cognitive ability (Leiter International Performance Scale), receptive and expressive language skills (Peabody Picture Vocabulary Test-Revised and Expressive One-Word Picture Vocabulary Test-Revised), and the severity of autism (Childhood Autism Rating Scale) to gain a better understanding of these developmental relationships. Joint attention and other early social skills were measured with the Social Interest Inventory (SII), a questionnaire developed for this study and completed by Parents and Teachers, Subjects with autism at all levels of cognitive and language ability were found to have deficits in joint attention, imitation, and pretense. Joint attention deficits were not correlated to the acquisition of language or to the cognitive ability of the Subjects. This is a deviance from the typical course of development. However, deficits in joint attention imitation, and pretense showed significant correlations with the overall severity of autism, Students with autism reportedly engage in significantly higher levels of instrumental than social communication and parents tend to rate their children somewhat higher than teachers on several SII measures, Joint attention deficits may have a more profound effect on how language and cognitive skills are used by children with autism than on how they are acquired. Interventions which focus primarily on the cognitive and language abilities of children with autism may overlook more basic social skills such as joint attention which may warrant more direct intervention.

This Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants using an electronic survey. Additionally, eight participants participated in focus groups to collect in-depth qualitative data. All participants are current students enrolled full-time at Beacon College. Each participant completed a science college course and has a diagnosed learning disability. Analysis of the data demonstrated hands-on instruction guided by the instructor is the preferred method of learning and the use of traditional lecture and cooperative learning are self-reported as being least helpful to this student population to learn science. Findings from this study were provided to Beacon College to shape instruction in science courses as well as to shape recommendations for future research activities. Intentional design of instruction following the recommendations found in this study should assist in increasing student performance in college science courses as well as increase engagement to science as a process and field of study.

The purpose of this study is to explore teacher perceptions, concerns, and integration of a Learning Management System (LMS) in a K-12 public school. With more educational institutions adopting LMSs, it is imperative to examine teachers' concerns regarding the tool as teachers have an important role in how effectively an innovation—such as an LMS—is implemented (Lochner, Conrad, & Graham, 2015). Ultimately, adoption of an innovation can be successful if teachers have an understanding of the components leading to the innovation's success, such as the innovation's value in enhancing both the curriculum and the students' learning experiences (Lochner et al., 2015). This study used the Concerns-Based Adoption Model (CBAM) as a main framework to not only measure implementation of the LMS, but to also increase the likelihood of the LMS effecting positive change in schools (George, Hall, & Stiegelbauer, 2006). The framework's Stages of Concern Questionnaire (SoCQ) was used with participants to determine teachers' concerns. The sample population for this study consisted of secondary teachers at a public high school in central Florida in 2017. Out of the 125 teachers employed at the school, a total of 36 (n = 36) participated in the online survey. Three of the teachers surveyed then participated in interviews to provide additional insight. Data was analyzed and organized into five main topics: (a) Stages of Concern Profile; (b) teacher concerns; (c) benefits of the LMS; (d) barriers to the LMS; and (e) teacher needs. An analysis of the survey data revealed that the study's survey participants, on average, had the highest concerns at Stage 0 (Unconcerned), Stage 1 (Informational) and Stage 2 (Personal), thus indicating the group conformed to a non-user profile when it comes to LMS use. An analysis of the interview data revealed an overall positive disposition toward the LMS with the self-awareness that participants have more to learn about its capabilities. Results suggested that LMS implementation should be refined in order to allow participants to advance to higher stages of concern (George et al., 2006). Further research should be conducted on other areas of LMS implementation, including the students' perceptions and concerns when it comes to using the LMS.