This study utilized a quality of life framework of psychosocial adaptation to explore relationships among college stress, functional limitations, coping strategies, and perceived social support in adjustment to college among first-year and second-year undergraduate students with disabilities, based on specific hypothesized relations. College adjustment outcomes included: life satisfaction, academic performance, and psychosocial-emotional adjustment to college. A nonprobability sample of 103 first-year and second-year undergraduate college students with disabilities participated in the study. Respondents were registered with an office of support services for students with disabilities at a public, four-year university, located in the Pacific Northwest of the United States. Respondents were recruited by responding to an e-mail requesting participation in an online, web-based survey. Eight self-report measures included: (a) Participant Survey (developed by the researcher to collect socio-demographic information, (b) College Stress Inventory (CSI; Solberg, Hale, Villarreal, & Kavanagh, 1993), (c) Disability Functional Limitations Scale (DFLS) (developed by the researcher), (d) Brief COPE; Carver, 1997, (e) Social Support Appraisals-Revised (SSA-R) scale; Vaux et al., 1986), (f) Satisfaction with Life Scale (SWLS; Diener, Emmons, Larsen, & Griffin, 1985), (g) Grade Point Average-Scale (GPA-S; adapted by the researcher from a self-reported grading scale), and (h) Student Adaptation to College Questionnaire (SACQ; Baker & Siryk, 1999). Data were analyzed using descriptive and correlational procedures. Bivariate analysis suggested that all predictor variables (i.e., college stress, functional limitations, engagement coping, and perceived social support) were significantly associated with student adjustment to college. Hierarchical multiple regression suggested mostly direct (i.e., main) effects for engagement coping and perceived social support. No interacting role for either engagement-type coping or perceived social support was suggested, except for the following: Engagement-type coping moderated the relationship between disability-related functional limitations (as measured by increased restrictions in the ability to perform daily routines, activities, and life roles) and adaptation to college, as measured by life satisfaction. Analyses of socio-demographic variables revealed significant associations between chronological age, gender, hours employed, and adjustment to college. Lastly, hierarchical multiple regression analysis revealed disengagement coping accounting for as much as 53% of the variance in adjustment scores. This result suggested disengagement coping adding significant predictive utility for adaptation-associated college adjustment. In light of these findings, counseling professionals may wish to consider the beneficial role of engagement coping in promoting optimal adjustment to college for lower-division undergraduate students with disabilities.

The purpose of this study was to investigate the factors that impact achievement for African-American males in a charter school in hopes of providing insight as well as recommendations into effective ways to close the academic achievement gap between African-American males and their counterparts, specifically the so-called “achievement gap” through examination of leadership and other correlates of a successful school. Lastly, the habits of an effective leader and his impact on the belief system, values and behaviors in an African-American male charter school and the influence he has on teachers, parents and students was examined. Thirty participants responded to an online survey sent to teachers, parents and students. Two school principals, one past and the other current were interviewed. Data was collected through a single bounded longitudinal study for a period of six years. A holistic analysis of the entire case was conducted. Through this data collection, a detailed description of the case emerged in which detailed such aspects as the history of the case, the chronology of events, or the day-by-day rendering of the activities of the case. After this description, common or emerging themes were identified in an effort to identify lessons learned from the case. Qualitative analysis of the data provided evidence to support the three themes that emerged from the data collection. This research revealed the most important factor in African-American males and achievement is effective leadership, without that nothing else matters, with that everything is possible. Qualitative analysis of the data revealed the leader must see himself as the instructional leader in his school, have a shared belief system that all children can and will learn, and facilitate a culture that empowers students and teachers alike. Results of this research investigation provide implications and recommendations for all schools educating African-American males in single-gender environments, particularly for the administrators who lead these schools.

The purpose of this project was to develop a literature curriculum for third graders at Callahan Elementary School who are non-readers of "economically disadvantaged" backgrounds.

The aim of this thesis is to comprehensively describe the opinions of teachers regarding education of socially disadvantaged children. In order to achieve this aim a questionnaire survey was carried out among teachers of preparatory classes, first and fourth grades. The questions covered four areas: general readiness of schools for education socially disadvantaged pupils, educational training and level of competence, teaching practice and the relationship to the family of the pupil. The research was based on a theoretical framework that describes the current situation and possible changes concerning the education of children from socially deprived groups. The range of sample together with the variety of the sample, which corresponds to the population of teachers, it allowed us to generalize the data. This research provides new empirical evidence of teachers' opinions about the issues of education of socially disadvantaged children from as well as the basis for the implementation of such measures that can aid the relationship between teacher and pupil from socially deprived groups.

Special Ideas is a composite of practical strategies and techniques assembled for the primary-grade teacher’s use with the learning disabled student, slow learner and underachiever. The focal point of this material is the basic skills of reading, math, spelling, handwriting and general ideas on classroom management, behavior management and motivation. The purpose of the material is to provide the classroom teacher with practical ideas that may serve as a guide to help the teacher adapt and/or modify the curriculum, the materials, and the methods of instruction to the needs of the special child. The sources for these ideas include personal experiences, a variety of periodicals and other educational materials. Many of the ideas are written to help the child who learns best by using a specific mode such as visibility, auditorially or by tactile-kinesthetic methods.

Methods for Teaching Students with Autism Spectrum Disorders is the most comprehensive text available, aimed at helping pre-service and in-service teachers and related service professionals understand the importance of evidence-based practices in the education of learners with Autism Spectrum Disorders (ASD) from a family and longitudinal learning perspective. With its emphasis on the theme of family and professional partnerships and collaboration and consultation, the book includes learning aids such as suggested print and web-based resources, graphic organizers, and points for reflection; child and family vignettes, “Consider This” features, and examples of exemplary programs and practices; and the most up-to-date information and latest trends in the field. / https://dc.etsu.edu/etsu_books/1122/thumbnail.jpg

This session will provide a framework for assisting culturally and linguistically diverse students with moderate-severe intellectual disability. Strategies for general curriculum access, academic instruction, meaningful collaboration with families and educators, as well as suggestions for enhancing postsecondary outcomes will be provided. . 1. Participants will identify components of the proposed culturally responsive framework (universal design for learning, self-determination, safe learning environments, technology, multiple opportunities to respond, primary language support, integration of culture in learning, and systematic/explicit instruction) to assist CLD students with moderate-severe ID in the preparation of postsecondary opportunities. 2. Participants will summarize strategies to increase parental involvement during academic and transition planning. 3. Participants will identify various postsecondary opportunities that exist nationwide for students with moderate-severe ID.

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This presentation will provide strategies for teaching comprehension using adapted biographies to students with varying support needs. Participants will learn how the use of systematic prompting and graphic organizers can benefit students with ASD and severe disabilities included in general education classes.

Strong evidence exists that LGBTQ students are underserved and at high risk in schools. Only by increasing the knowledge, skills, and awareness of school counselors will they be able to act systematically and effectively address the needs of LGBTQ youth within the complex school environment. In order to design programs for school counselors that reflect their unique roles, it is necessary to learn more about their experiences in working with LGBTQ youth, ideas regarding training needs, as well as motivation and type of training that would be helpful. The goal of the presenters is to share the results of a nationwide study exploring the experiences and identified training needs of Professional School Counselors in working with LGBTQ youth.