<p> A disproportionate representation of students with disabilities in school suspension has been documented for many years. Suspension is associated with negative outcomes in the long run and is linked as a predictor of ethnic disproportionality in special education placement. This study uses descriptive data to examine differences in suspension rates between a small sample of charter schools and traditional schools.</p>

<p>Learning can be defined as the process leading to relatively permanent behavioral change or potential behavioral change. In other words, as you learn, you alter the way you perceive your surroundings, the way you interpret any incoming stimuli, and as a result, you alter your interactions and behavior with others. Peer tutoring is an intervention which has been recognized by multiple research sources as a technique that when implemented appropriately, dramatic academic achievement may be achieved. Literature was collected from 1979 through 2012 using terms such as &ldquo;peer tutoring,&rdquo; &ldquo;academic intervention&rdquo; and &ldquo;increase academic achievement&rdquo;. The majority of participants that took part in the studies were at the elementary school level and many studies took place inside a classroom setting. However, some studies were geared towards private institutions and residences. Some studies focused their research on high school age students and adults. Interventions that were selected and incorporated into research were aimed towards an approach to increase student academics. The methods selected included play therapy, setting goals and peer tutoring. Multiple studies noted in their conclusion that there was a clear increase in academic achievement when peer tutoring is implemented into the classroom. Overall findings of the research have identified peer tutoring as one of the most effective intervention methods where students benefit positively in multiple areas. These areas include increased social approvals during unstructured free time as well as academic improvements across all subject areas. In the field of special education, Peer tutoring may be applied to collaborative classrooms in order to foster acceptance of all students. Research identified an increase in social approval when peer tutoring is used as an academic intervention. In a society where all students benefit from receiving a free and appropriate education it is essential to foster acceptance and a healthy learning environment. In turn, academic achievement will increase and the student will become more successful and attentive. </p>

<p> The transition to adulthood for students with learning disabilities is not a single life event; rather it is a series of smaller steps that lead students to become independent adults. The Individuals with Disabilities Education Act (IDEA) 2004 and its regulations required states to deliver transition services as well as follow-up with students who had an Individual Education Plan (IEP) within one year of graduating or exiting from high school. States are required to report on student's postsecondary outcomes to the U.S. Department of Education within one year of graduating or leaving high school.</p><p> This study followed-up with former students with learning disabilities who participated in a tiered transition program that focused on career development at the Kingsbury Center in Washington, DC. The follow-up study was conducted to (a) report on former student postsecondary outcomes (e.g., education, employment, and independent living), (b) gain insight regarding levels of satisfaction, and (c) receive feedback regarding the Kingsbury Transition Program (KTP) and the Career Investigations for Transitioning Youth (C.I.T.Y.). There were 56 former students who were invited to participate in the study. A total of 16 former students was interviewed that yielded a 29% response rate. Former students were interviewed within three to five years since leaving or graduating from high school. The interview protocol consisted of questions originally developed by the National Post-School Outcomes Center. A revised interview protocol was used to interview former students after three rounds of expert review and a pilot test to achieve content validity.</p><p> The data indicated that students with learning disabilities (a) are going to college and working part-time, (b) are currently or have been employed, (c) continue to live with their parents with a few students living on or off campus, (d) are satisfied with their lives, and (e) think that the KTP/C.I.T.Y. Program helped them work toward their postsecondary goals. The student interviews did highlight some areas of concern: transition program issues, overemphasis on a college pathway, length of time to obtain postsecondary degree, disclosure, adult services, and employee benefits. Recommendations and limitations of the study were addressed to help future students transition into adult life. </p>

<p> This study examined elementary General Education (GenEd) and Special Education (SPED) co-teachers' perceptions of the academic and social-emotional experiences of students with Emotional Disturbance (ED) included in the GenEd classroom. Perceptions of overall academic and social-emotional experiences of students with ED, and specific facilitators and barriers to their success in the GenEd setting, were analyzed. Basic qualitative research was used to provide teachers who work directly with these students in the GenEd setting an opportunity to share their perspective on the experiences of their students with ED. The framework of the study incorporated Lerner's (1985) theory of developmental contextualism, as well as Nirje and Wolfensberger's (1970) principle of normalization. </p><p> The study design included individual interviews with six GenEd teachers and six SPED teachers using a semi-structured protocol, as it provided a guide for each interview while allowing individual perspectives to emerge (Patton, 1990). Teachers confirmed they had co-taught at least one student with the primary disability of ED in the GenEd setting within the past academic year and held full licensure in either GenEd or SPED. Interviews were transcribed verbatim, coded, and analyzed using ATLAS.ti software. Reflective memos were used throughout the research process to organize questions, thoughts, speculations, and personal reactions about the interview data and themes (Creswell, 2007). </p><p> Emergent themes clustered around the importance of relationships, characteristics of students with ED that enabled success, and factors in the GenEd setting that had a positive impact. Themes related to relationships included the importance of relationships between teachers and students' family, teachers and students with ED, GenEd and SPED co-teachers, and GenEd peers and students with ED. Themes related to characteristics of students with ED included preparedness, social-emotional competency, and perspectives. Themes related to factors in the GenEd classroom included consistency and structure, instructional efficacy, sense of community, and understandings of disability. </p><p> Insight gained from this study highlights the need for preparation of students with ED with skills to be successful in the GenEd classroom, preparation of GenEd and SPED teachers working with this population, and encourages continued research on how to create successful inclusive environments for students with ED.</p>

Over the years, increasing numbers of schools have adopted inclusive education policies. Classroom teachers are responsible for providing support for all students including those with disabilities within their classrooms. However, there is a lack of classroom-level empirical evidence on effective inclusive teaching practices and their relationship to growth in student outcomes over the course of time. The main purposes of this study were to 1) examine the relationships between teachers' perceptions of inclusion and their teaching practices including adaptive teaching practices and 2) to explore the impact of each of these factors on student outcomes. The sample were 180 students in 15 grade 3 and 5 inclusive classrooms from English speaking schools in the Greater Region of Montreal, Quebec. Multiple forms of data including standardized student assessments, classroom observations and surveys provided triangulation of data. Results of partial correlations indicate that there is a relationship between teachers' perceptions of inclusion and their classroom teaching practices. Furthermore, Hierarchical Linear Modelling (HLM) analyses of the data suggested that classroom-level shared variance in several student outcome variables including both reading attainment and social-emotional domains were predicted by teachers' practices and attitudes towards inclusion after controlling for pre-test and grade levels. The attitudes, practices and student outcomes model describes both student-level and distinct classroom-level variance in reading fluency and social inclusion patterns. No significant findings for impact of associations between teachers' general and adapted practices and their attitudes towards inclusion on students with special needs were found. On the other hand, students with reading difficulties reported less incidents of verbal bullying victimization in classrooms of teachers with higher student engagement and predominant teaching styles. Limitations are discussed in light of general conceptual and methodological issues regarding inclusive education research. Implications of this study have the potential to shed light on the nature and quality of teacher training and support in inclusive education. / Au fil des ans, un nombre croissant d'écoles a adopté des politiques d'éducation inclusives. Les enseignants sont responsables d'apporter un soutien à tous les élèves au sein de leurs classes, y compris les élèves handicapés ou éprouvant des difficultés d'adaptation ou d'apprentissage. Cependant, les preuves empiriques concernant les pratiques d'enseignement efficaces relativement à l'inclusion scolaire ainsi que la relation existant entre ces pratiques et la croissance des résultats des élèves dans le temps sont insuffisantes. La présente étude visait donc principalement à 1) examiner la relation entre les perceptions des enseignants concernant l'inclusion scolaire et leurs pratiques pédagogiques, incluant les adaptations faites en classe et 2) à explorer l'impact de chacun de ces facteurs sur les résultats des élèves. L'échantillon était composé de 180 élèves, répartis dans 15 classes de 3e et 5e année d'écoles anglophones primaires de la région de Montréal (Québec). L'utilisation de plusieurs types de données, comprenant des évaluations standardisées, des grilles d'observation de la classe ainsi que des sondages a permis d'effectuer une triangulation des résultats. Les résultats des corrélations partielles démontrent qu'il existe une relation entre les perceptions des enseignants relativement à l'inclusion et leurs pratiques pédagogiques en classe. De plus, les analyses de modélisation linéaire hiérarchique (HLM) suggèrent qu'après avoir contrôlé le niveau scolaire et les scores au pré-test, la variance partagée concernant plusieurs variables relatives à la classe, incluant les domaines de la réussite en lecture et le développement socio-émotionnel, a été prédite par les pratiques pédagogiques des enseignants ainsi que leurs attitudes envers l'inclusion scolaire. Le modèle obtenu, basé sur les attitudes et les pratiques enseignantes ainsi que sur les résultats des élèves, suggère la présence de variance distincte, tant au niveau de l'élève et au niveau de la classe en ce qui a trait à la fluidité de lecture et aux pratiques d'inclusion. Aucun résultat significatif n'a été trouvé concernant l'impact de l'association entre les pratiques pédagogiques et d'adaptation des enseignants et leurs attitudes envers l'inclusion des élèves handicapés ou éprouvant des difficultés d'apprentissage. D'un autre côté, les élèves ayant des difficultés en lecture ont rapporté être victime de moins d'intimidation verbale lorsqu'ils faisaient partie des classes des enseignants dont les élèves avaient les plus haut taux d'engagement et des styles d'enseignement prédominants. Les limites de la présente recherche sont discutées à la lumière des questions méthodologiques et conceptuelles générales concernant la recherche sur l'éducation inclusive. Enfin, les résultats de cette étude sont susceptibles de fournir de l'information relativement à la nature et à la qualité de la formation des enseignants et au soutien nécessaire dans le cadre de l'inclusion scolaire.

This study investigated the components of an adapted physical activity program perceived to be successful from multiple perspectives, those being the adolescents, the instructors, and the parents. Their personal experiences and interpretations were ascertained by interviews, and field observations. The literature review involved arguments from topics such as individuals with disabilities and physical activity, research in sport and recreation programs, research gaps in the study of APA programs, program success and program components, instructors and training, and intervention models. Evidence-based practice was the main theoretical framework that guided this study. An interpretative phenomenological analysis (IPA) confirmed that the Aqua Percept program is a successful program. Specifically, the following components were considered to play a significant role in the success of the program by all three groups: instructors, facilities, atmosphere, and program outcomes. The structure/organization of the AP program and training were important components according to the parents and the instructors only. In addition, another theme emerged for all three groups during the analysis: challenges and recommendations. The Aqua Percept program is a successful program within its community and over the years has evolved to adapt to the individual needs of its participants. The model of success of the Aqua Percept program can be use to inspire the creation of new programs or the improvement of older programs. / Cette étude a examiné les composantes d'un programme d'activité physique adaptée perçu comme étant couronné de succès à partir de plusieurs points de vue, ceux-ci étant des adolescents, des instructeurs et des parents. Leurs expériences personnelles et interprétations ont été constatées par des interviews et des observations de terrain. La revue de la littérature a impliqué des sujets tels que les personnes handicapées et l'activité physique, la recherche dans les programmes de sport et de loisirs, les lacunes de la recherche dans l'étude des programmes d'APA, la réussite du programme et les composantes du programme, la formation, et des modèles d'intervention. La pratique fondée sur les preuves est le cadre théorique principal qui a guidé cette étude. Une analyse phénoménologique interprétative a confirmé que le programme Aqua Percept est un programme couronné de succès. Plus précisément, les éléments suivants ont été considérés par les trois groupes de participants comme jouant un rôle important dans le succès du programme: les instructeurs, les installations, l'atmosphère, et les résultats du programme. La structure / organisation du programme et la formation AP étaient des éléments importants selon les parents et les instructeurs seulement. De plus, un autre thème a émergé au cours de l'analyse: défis et recommandations. Le programme Aqua Percept est un programme couronné de succès au sein de sa communauté et qui a su, au fil des années, évoluer pour s'adapter aux besoins individuels de ses participants. Le modèle de la réussite du programme Aqua Percept peut être utilisé pour inspirer la création de nouveaux programmes ou l'amélioration de programmes plus anciens.

<p> This study compares the state, trait, and test anxiety scores of 145 college students with and without learning disabilities against categories such as demographics, general anxiety, test anxiety, and disability experience. This study used a questionnaire and compared answers among groups. The analysis indicated that students with learning disabilities have a statistically significant difference on trait, <i>F</i>(1, 143) = 9.83, <i> p</i> = .002, and test scores, <i>F</i>(1, 142) = 11.97, <i> p</i> = .001, when compared to students without disabilities. This study found that anxiety statistically significantly affects college students with learning disabilities in terms of age, years in school, gender, perception of grades, self-reported anxiety ratings, feelings of control, and Office of Disability experience. This study informs future research regarding many variables affecting college students with learning disabilities.</p>

<p> The purpose of this study was to explore variables related to student placement in alternative educational settings in the state of Texas. Archival research was conducted utilizing the Academic Excellence Indicator System (AEIS) of all Texas public school districts for the 2011-2012 academic year, excluding charter schools. The variables utilized in the study were percentages of discretionary disciplinary placements, special education enrollments, economically disadvantaged, at-risk, limited English proficient, African American, Hispanic, and white students. Multiple linear regression was used to examine variables contributing to disciplinary alternative placement for students in Texas. The findings indicated that students identified as at-risk and those of African American heritage have higher percentages of disciplinary placements than students identified as economically disadvantaged, limited English proficient, Hispanic, white, or receiving special education services.</p>

This study investigated children's perceptions of dance ability and disability and changes to perceptions following participation in an integrated dance program. Focus group interviews, field notes, and observations were used with children with physical disabilities (n =5) and without disabilities (n=9) between the ages 6-9 before and after their participation in an integrated dance program. Ableism, contact theory, and aspects of the situative approach to knowledge construction served as theoretical frameworks. An interpretative phenomenological analysis (IPA) was used to analyze the data. Pre-program interviews revealed three common themes: all kinds of moves, like ballet, and dance ability = turning/jumping. In addition, three themes emerged from interviews with able-bodied participants: can't walk/can't dance, passivity, and different because... Post-program interviews revealed two common themes: emotional/physical and body parts/levels. In addition two themes emerged describing able-bodied children's perceptions: can't walk/CAN dance and different because-equipment. One theme emerged post-program describing perceptions of participants with disabilities: competence. Participation in an integrated dance program can have a positive impact on children's perceptions of dance ability and a more subtle impact on able-bodied children's perceptions of disability. / Cette étude explore la perception des enfants de leurs habiletés et maladresse en danse en plus du potentiel quant à participer à un programme de danse intégrée afin de changer leurs perceptions. Des entrevues en groupe, notes prises sur le terrain, et des observations servirent à capturer les perceptions des enfants avec handicap (n = 5) et sans handicap (n = 9) entre l'âge de 6 à 9 ans avant et après leur participation à un programme de danse intégré. Les théories utilisées incluent l'ableisme, la théorie du contact et certains aspects de l'apprentissage situé. L'analyse phénoménologique interprétative est utilisé afin d'analyzer les données. Les entrevues suggèrent la présence de trois thèmes communs : tous les types de mouvements, la préférence du ballet, et l'habilité en danse = tourner/sauter. De plus, trois thèmes émèrgent quant aux entrevues avec les participants sans handicap : ne peux pas marcher/danser, passivité, et différent parce que… Les entrevues après le programme de danse révèlent deux thèmes en communs : émotionel/physique et parties du corps /niveaux. De plus, deux thèmes émèrgent afin de décrire les perceptions des enfants sans handicap : ne peux pas marcher/ peux danser, et différent dû à l'équipement. Un thème émerge après le programme de danse décrivant la perception des participants avec handicap : compétence. La participation dans un programme de danse intégré guidé par les principes de la théorie du contact peut avoir un impact positif sur la perception des enfants de leurs habiletés en danse et un impact plus subtile sur la perception des enfants sans handicap.

Thesis (Ph.D.)--Indiana University, Dept. of Curriculum and Instruction, 2007. / Title from PDF t.p. (viewed Nov. 19, 2008). Source: Dissertation Abstracts International, Volume: 68-02, Section: A, page: 0523. Adviser: Samuel L. Odom.