In this study, I explored motivation and burnout of novice (1-3 years of teaching experience) and veteran (10 or more years of teaching experience) teachers of students with Emotional Behavioral Disorders (EBD). The educators who participated in the study work in a regional public day school that serves school districts across a large metropolitan area in the southeastern United States. The study focused on one program within the public day school, which serves students with EBD in self-contained classrooms. Data were collected from semi-structured interviews of teachers who met the experience level of either novice or veteran status. Similar themes emerged throughout the data collected. The most prominent similarities included a perception of unrealistic expectations set by administration, need for increased support, and importance of establishing a routine to effectively disconnect from work. Additionally, there were differences between the groups of teachers interviewed. Novice teachers indicated a need to develop a stronger sense of self-efficacy and direct support from their administrators. Veteran teachers sought more emotional support from their administrators. These findings present an opportunity for the organization to explore ways to address these commonalities and differences being experienced by novice and veteran teachers and to reduce the experience of burnout among teachers of students with EBD.

Both prior to and since the passage of 94-142 in 1975, researchers and policy analysts have raised consistent concerns about the overrepresentation of black males in EMR and ED programs, especially in view of an often noted disproportion of white males in LD programs.;All of the empirical research on overrepresentation since 1975 has been characterized by one or more of the following limitations: (a) Small sample populations were drawn from one school district or state, (b) Larger samples, when studied, were analyzed at one specific point in time rather than over a period of time, (c) The power of the statistic used to analyze the data was so limited that few, if any, valid conclusions could be reached.;The present study was undertaken with the specific objective of compensating for these earlier limitations. The primary research question examined was "To what degree are race and gender related to the actual versus expected prevalence of students placed in programs for the educable mentally retarded, learning disabled, and emotionally disturbed nationally from 1976 through 1984?" A dataset was drawn from a secondary database compiled by the U.S. office for Civil Rights from a biennial national survey of elementary and secondary schools. The data were analyzed by means of a log-linear statistic selected because of its ability to generate both a probability ratio and a reliable measure of association.;Results of the study indicated that black students continue to be significantly overrepresented in EMR programs, both nationally and regionally, as are blacks and males in ED programs. Males are significantly more likely to be placed in LD programs than are females, as they are to a lesser degree in EMR programs. White students are not disproportionately classified as learning disabled, however, and a trend towards black student disproportion in LD programs appears to be emerging.;The author concluded that, despite specific procedural safeguards enacted in 1975, factors other than educational and behavioral data (such as race and gender) continue to influence significantly the classification process in special education. The need for meaningful and valid classification was seen as critical as long as a categorical model of special education continues to pervade the field.

Co-teaching has been used to address access and accountability mandates for students with disabilities. Despite research regarding elements needed for co-teaching success, research shows mixed results regarding co-teaching effectiveness as it relates to student achievement. Given that teachers are the most influential school-related factor vis-a-vis student achievement, this quantitative study, utilizing a cross-sectional survey design, was employed to gain additional information regarding urban, secondary co-teacher perceptions of co-teaching. to that end the Co-teacher Perceptions Survey was administered to 95 middle and high school co-teachers in an urban school district situated in eastern Virginia. Results of this study indicate that successful co-teachers have higher perceptions of co-teaching, co-teacher philosophy and co-planning than unsuccessful co-teachers. Successful co-teachers also have different perceived use of co-teaching models than unsuccessful co-teachers as they use station and alternative teaching more often than their unsuccessful counterparts. However, no differences were noted in co-teacher perceptions for the following subgroups: general and special education co-teachers, middle and high school co-teachers, novice and veteran co-teachers, and voluntary and non-voluntary co-teachers. Implications for practice include ensuring both co-teachers are held equally responsible for student performance in co-taught classes and incorporating co-planning time in the master schedule with high expectations for deliverables from the co-planning process.

The purpose of this study was to determine the relationship between selected demographic and clinical variables and the reinstitutionalization rate of emotionally disturbed adolescents.;The population for the study was composed of 88 adolescents discharged from a state mental hospital in Virginia during the 31 month period from June, 1976, to January, 1979. The population was composed of both male and female adolescents, ages 13 to 18. Diagnoses of all types, from transient situational disturbances to acute psychoses, were represented in the study sample.;The data on the nineteen selected demographic and clinical variables was collected by searching all available hospital medical, psychological, social, and educational records.;The design for the study was an ex post facto analysis. No treatments or intrusive methods of any type were employed.;To distinguish statistically between those adolescents who were reinstitutionalized within six months of discharge and those who were not reinstitutionalized within the six month period, discriminant analysis was performed on the data.;The results indicated that there were four of the characteristics which were significant in predicting reinstitutionalization within six months of discharge: (1) educational/job placement at discharge, (2) length of hospitalization, (3) family structure, and (4) hospitalization of a significant family member.

The purpose of this study was to determine the perceived competencies involved in administering special education programs and the attitude toward educational preparation and training of a select group of elementary school administrators. Principals from fourteen public school divisions throughout the State of Virginia, during the 1985-86 school year, participated in the study.;An original survey developed for purposes of the study was mailed to 173 elementary school administrators chosen in a random sampling from seven geographical divisions throughout the state. Sixty-nine percent of the administrators responded to the survey.;Responses from the three part survey were analyzed through use of the IBM Statistical Program for the Social Sciences (SPSS). The data were used to investigate five hypotheses designed to determine any significant differences between two specific groups of administrators applicable to educational preparation, the extent to which perceived competencies in fulfilling responsibilities in administering special education programs differed, and attitudes toward various topics related to additional preparation and training. The two groups were identified as (1) those administrators who were certified for and employed as administrators before the passage of Public Law 94-142 (The Education For All Handicapped Children Act), and (2) those administrators certified for and employed after passage of the Law in 1975.;There were no significant differences between the two groups with regards to educational preparation nor their perceived competencies. All hypotheses were rejected with the exception of one which showed that all administrators participating in the study perceived a need for additional preparation and training efforts. The overall results suggest that although the administrators were relatively confident in their abilities to administer special education programs, they supported measures to intensify efforts for educational preparation and training.;Speculation pertinent to the findings is presented in the study. Recommendations are made for preparation and training efforts to improve skills and knowledge which will assist administrators in their endeavors to provide programs and services to handicapped children and youth who are educated in the public school systems.

Most students with disabilities in public schools are served in inclusive environments by teams of special and general education teachers working together to support their access to the curriculum and their disability related needs. This program evaluation sought to understand the knowledge, skills, and efficacy of a group of co-teachers following their participation in an in-service secondary co-teaching professional development program which focused on effective use of the station teaching, parallel teaching, and alternative teaching models to deliver specially designed instruction in co-taught classrooms. The program evaluation was based on Stufflebeam’s CIPP model of program evaluation and used a mixed-methods approach to gain insights into the perceptions of the teachers who participated in the program, along with the experts who designed and delivered the program, on both the immediate intended outcomes and the stakeholders’ perceptions of the program elements themselves and their need for future professional development. Findings from the program evaluation support that although teachers felt generally knowledgeable and grew in their intentionality and documentation practices, this knowledge did not always extend to classroom application. Additionally, the findings regarding the program elements reiterated the research surrounding effective professional development practices; specifically related to the importance of collaboration, modeling, and observation, feedback, and reflection cycles to support adult learners’ professional growth. Relevant findings should support the District in growing and strengthening future iterations of the program. Findings supported changes in both local practices and had implications for greater policy changes in education as well.

The disproportionality of students placed in special education programs continues to plague the education community, particularly Black male students. "For too many Black male students, learning difficulties or challenging behaviors come to be equated with disability, often without consideration of the way in which the environment of schools and classrooms contribute to student difficulties" (Jordan, 2016, p. 33). This study examined the lived experiences of resource teachers who lead Multi-tier Systems of Supports (MTSS) implementation in their schools. The study reviewed the extent to which their perceptions, perspectives, understandings, and feelings drive their problem solving and decision-making regarding referrals to special education and specifically regarding Black male students. The study involved seven resource teachers (N=7) who are charged with leading the employment of MTSS in their schools. Data of semi-structured interviews were transcribed and analyzed for the emergence of themes. The study resulted in three overarching themes, including (a) expected outcomes of implementation, (b) clear expectations for implementation, and (c) sufficient support and technical assistance. No subjects discussed the overidentification of Black males to special education. This study reveals the need for a district commitment to (a) allocate a resource solely responsible for MTSS implementation, (b) create a uniformed job description that outlines skills necessary for the resource teacher role and provide MTSS procedural guidelines to carry out the functions of that role, and (c) provide ongoing training and professional development for school leaders responsible for hiring staff who lead Multi-tier Systems of Support (MTSS) implementations in their schools.

Disciplinary exclusion is disproportionately enforced with Black students with disabilities. Researchers in this area typically examine the overuse of disciplinary exclusion using homogeneous samples narrowed by race, gender, or disability category; however, implications of the overuse and misuse of discipline have rarely been explored at the intersection of race, gender, and disability. Furthermore, Black girls with disabilities and their experiences with discipline are often muted, or overlooked. Due to perceived defiance, which current researchers support, the actions and choices of Black girls are under heightened surveillance. Responses to their behavior often results in inequitable use of discipline. A master narrative of Black women and girls in our society, driven by social perceptions of race, gender and defiance, is magnified when disability is considered. Sociohistorical theory asserts these stereotypes are socially constructed and perpetuated from a history of the dominant, white, male culture controlling the standards of normalcy. Subjective evaluation of acceptable behavior often is filtered through biases and causes disparities in the treatment of individuals with multiple, marginalized identities. This phenomenological study interviewed eight, Black girls with disabilities to explore their needs, beliefs, attitudes and perceptions of school discipline. The interviews were transcribed and analyzed using Colaizzi's methods of phenomenological data analysis (Colaizzi, 1978; Sanders, 2003). The themes of power, voice, and awareness emerged from each girls' story, resulting in suggestions and implications for practice and policy.

The researcher investigated 17 participants, ten novices' and seven experts', scores of facial emotion and decision-making while engaged in a special education simulated case conference, SchoolSims. Educational leaders' facial emotions during decision intervals were examined to determine if differences existed between novice and expert computer evidence scores of decision-making and facial emotion. Results indicated no significant differences between groups, but mean evidence scores of joy, surprise, anger, and disgust were expressed at higher levels by novice leaders. While expert leaders' scores of facial emotion were expressed less frequently scores of each emotion remained close to the group mean as indicated by standard deviation scores. Implications to identified facial emotion and decision-making differences provide initial exploratory findings in potential differences between novice and expert leaders' decision-making and emotional response when leading a simulated conference. This study created a structure for use of simulation and online facial tracking in an online environment. Further investigation of education leaders moving from simulation decision-making to real environments is needed. Future directions should include providing educational leadership with the effects of different facial emotions during decision-making in simulated learning environments as part of their preparation program to increase their capacities in effectively working with families and ultimately in improving outcomes for students with disabilities.

The purpose of this study was to examine the relationship between the introduction of education assistance dogs (EAD) on the attendance, verbal communication utterances, and maladaptive behaviors of students on behavior intervention plans who were enrolled in self-contained, special education classrooms. Teachers in two elementary classrooms and one middle school classroom gathered data on the three areas of focus. The researcher then utilized a single subject design and corresponding line graphs to represent the data. The results indicated a positive trend in the scores for verbal communication utterances and maladaptive behaviors among targeted students after end introduction of the EAD. The results were inconclusive for student attendance. These results suggested that the large, urban, Central Florida school district in which the study was conducted may want to consider continuation of the EAD program to gather additional data.