Millions of students with disabilities in the United States have access to educational programming to assist and provide special education support services. In existence for mere decades, special education as it currently stands was founded on groundbreaking legislation and refining law in the form of the Individual with Disabilities Education Act (IDEA). The most recent revision of this law in 2004 significantly extended parents' rights to be decision-makers in the educational planning process for children with disabilities. A litany of research into parent experiences of the IEP and special education process reveals that parents consistently report feelings of being marginalized in the decision-making process. A systematic literature review conducted by the author revealed that parents and family members of children with ASD report broadly similar themes of dissatisfaction with the special education process and communicating with staff. The current research proposal seeks to investigate the interaction experiences with Licensed Specialist in School Psychology (LSSP) personnel of parents and family members of elementary-aged children with ASD. LSSPs, recognized as possessing expertise on autism spectrum disorder amongst special education evaluation personnel, often conduct evaluations for students with ASD.

Students with special needs are often placed in agriculture and other CTE classes. Literature has shown that teachers often feel unprepared to deal with this population of students. The Theory of Planned Behavior framed this case study of an exemplar agriculture teacher. Evidence of the teacher's planned behavior was supported by triangulation of interviews with the teacher, special education coordinator, special education aide, and lesson plans. This triangulation also showed that the teacher is an exemplar agriculture teacher in his work with students with special needs. Multiple themes emerged from the analysis of the interviews. An important theme was the need for agriculture teachers to participate in IEP meeting either by attending in person or by providing feedback prior to the meeting. Another important theme was the need for materials to be adapted for students with special needs both within lesson plans and as needed while the teacher is teaching the lesson. Recommendations for practice include providing information about special education laws, disabling conditions, and information on utilizing Universal Design for Learning (UDL) to pre-service and in-service teachers. It is also recommended that teacher preparation programs include having pre-service teachers work with students with special needs. Professional development workshops that discuss best practices for teachers when working with students with special needs can be beneficial. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are. / Doctor of Philosophy / Students with special needs are often placed in agriculture and other CTE classes. This dissertation was a case study of a model agriculture teacher. It looked at the teacher's behavior to determine if his work with students with special needs was planned. The importance of a teacher planning their behavior towards students with special needs is important from both a lesson planning viewpoint and also while the teacher is teaching. Multiple recommendations came out of the study. One recommendation included the need for programs that prepare agriculture teachers to have these individuals work with students with special needs while they are still in their teacher preparation program. Professional development workshops for current agriculture teachers should include information on best practices for working with students with special needs. It is important for teachers to realize that not all students are the same but that everyone is better served if all teachers do their best at helping students achieve their highest potential. Because in the end, we all just want to be accepted for who we are.

The two research questions that guided this qualitative, descriptive case study were: 1. What staff development and training occurred since IDEA 1997 and what would be recommended in the future in a selected Virginia school district regarding the discipline problems of students with disabilities. 2. How had one Virginia school district responded, implemented and resolved disciplinary problems (including barriers) as related to IDEA 1997 for specific students with disabilities who were in need of disciplinary measures during the 1999-2000 school year? The seven selected students with disabilities were chosen based on their disciplinary actions as related to five interview guide questions that focused on some new IDEA 1997 disciplinary regulations. Sources came from a review of formal and informal records, interviews, observations, and follow-up based on data analysis. These questions dealt with the disciplinary issues involving: 1. Multiple short-term removals. 2. Change of placements. 3. Interim alternative settings. 4. Removal for more than ten days. 5. Disciplinary change of placement. 6. Discipline whereas a functional assessment and behavioral implementation plans, strategies and supports were reviewed for students with disabilities in need of disciplinary action. Themes, patterns and recommendations were given at the school district and at the state level. Recommendations for further study were made. Within this school district, three surfaced themes as part of lessons learned were noted. These themes were a) the revolving door of homebound placement, b) monitor and compliance issues, and c) documentation concerns for students with disabilities as mandated by IDEA 1997. Ten patterns were noted as related to the seven students with disabilities due to their disciplinary actions. All seven students with disabilities had a long history of special education placements, attendance problems and were recommended for counseling. Six of these student's parents were minimally involved with their child's progress. Six of these students were drug involved. Positive interventions, strategies and supports were utilized for five of these students when receiving disciplinary consequences. Five of these students with disabilities had other difficult family issues. Four of these students with disabilities were court involved while one student was involved with the community services board. Three students had work experiences and three students had low to average intelligence. Other noteworthy considerations involving climate and culture, money and safety were discussed. / Ed. D.

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