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Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

Thesis (Ph.D.) -- Mississippi State University. Department of Curriculum and Instruction. / Title from title screen. Includes bibliographical references.

Research shows evidence of overrepresentation of culturally and linguistically diverse children enrolled in special education services, a positive correlation between parent involvement and academic success, and a plethora of barriers impeding active 6 parent participation in IEP development. Barriers include language, culture, low income, . and school climate and team dynamics. The aim of this study was to explore: (a) In what ways do special education teachers engage with culturally and linguistically diverse families from low-income homes in the IEP development process? (b) In what ways do special education teachers address culturally and linguistically diverse children's educational needs while also addressing both legal and workplace expectations? (c) In what ways do special education teachers develop IEPs with culturally and linguistically diverse families from low-income homes addressing both legal and workplace expectations? These questions were addressed qualitatively utilizing Moustakas's heuristic inquiry. Deductively exploring themes using Lipsky's street-level bureaucracy framework exposed challenges special education teachers in this study had addressing both legal and workplace expectations, such as meeting IDEA 2004 mandates. With a systems theory approach, themes and subthemes were identified as being interconnected. Power imbalances between stakeholders and socioeconomic differences across families appeared to be the most prolific barriers impeding parent participation. Inductive analysis explored emergent and uncovered themes elucidating what it meant to be a special education teacher.

The purpose of this study was to determine what language and behavior changes occur when parents are included in a curriculum that provides intervention for children with language delays and behavior and social delays. This project was a collaborative effort between the Early Intervention Special Education Program for three-five year old children in the school distrtict, and the County of Riverside, Department of Mental Health Services.

Thesis (MEd)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: Societies are becoming more diverse and multicultural. Therefore both in South Africa and internationally, the education system must constantly be restructured to accommodate a diversity of learners; focusing on each learner’s unique learning abilities and needs. Given the benefits of differentiated teaching for effective learning, this study aimed to explore the use of differentiated teaching strategies and procedures to improve my teaching practice. Consequently, it also aimed to explore the influence that this may have on supporting the learners’ learning by focusing on their interests, readiness levels and learning preferences. This research study was based on a social constructivist perspective that views cognition, learning and instruction as intertwined. The study was embedded within a paradigm of praxis, with an action research as research design while a qualitative research methodology was employed. Purposeful sampling was used to select nine of my grade 4 learners to act as participants for the grade 4 class. Data was collected in the form of reflective drawings, a focus-group interview and accompanied activities, and a research journal. Furthermore, the data was analysed, using a thematic analysis coding scheme, to identify and interpret significant themes. The research findings indicated that the differentiated teaching strategies and procedures enhanced my grade 4 learners’ learning as they realised their own strong points and learning potential. The teaching strategies also demonstrated the potential to facilitate the development of my learners’ knowledge of their own interests and learning preferences and allowed them the incentive to develop a sense of self efficacy. In addition to this, the research process demonstrated the ability to support me in fulfilling my role as primary supporter in the learning support network and enhance my teaching practice. The information gained from this study will be used to inform my future teaching practice. I now realise the value of employing differentiated teaching strategies and procedures into my lessons, as well as the importance of reflecting on my teaching process and considering the uniqueness of each learner in my class. Additionally, teacher training institutes may benefit from the information gained from this research study, for improving teaching practice. Findings attained from this study also have the potential to inform future cycles of action research or alternatively to be used for other research within the field. / AFRIKAANSE OPSOMMING: Die samelewing raak gaandeweg meer divers en multikultureel. Die onderwysstelsel, beide in Suid-Afrika en internasionaal, moet daarom voortdurend geherstruktureer word om te verseker dat die diversiteit van leerders geakkomodeer word deur te fokus op elke leerders se unieke leervermoëns en -behoeftes. Gegewe die bewese voordele van gedifferernsieërde onderrig, het hierdie navorsingstudie gepoog om die gebruik van gedifferensieerde onderrigprosedures en strategieë vir die verbetering van my onderrigpraktyk te ondersoek. Die studie was ook daarop gemik om die invloed wat gedifferensieerde onderrigprosedures op die ondersteuning van my leerders se leerproses het, na te vors deur te fokus op hulle belangstellings, gereedheidsvlakke en leervoorkeure. Hierdie navorsingstudie is gebaseer op 'n sosiaal-konstruktivistiese leerperspektief wat kognisie, leer en onderrig as geïntegreerd beskou. Die studie het van ʼn kwalitatiewe navorsingsmetodologie gebruik gemaak en is binne 'n paradigma van praksis (‘praxis’) ingebed, met aksienavorsing as navorsingsontwerp. Doelgerigte steekproefneming is gebruik om nege van my graad 4 leerders te kies om as deelnemers namens die graad 4-klas op te tree. Data is in die vorm van leerders se reflektiewe tekeninge, 'n fokusgroep-onderhoud met bygaande aktiwiteite, en 'n navorsingsjoernaal ingesamel. Verder is die data met behulp van 'n tematiese koderingskema geanaliseer om belangrike temas te identifiseer en te interpreteer. Die navorsing het aangedui dat die gedifferensieerde onderrigprosedures en strategieë wat gebruik is, my graad 4-leerders se leerproses versterk het, aangesien hulle bewus geraak het van hulle eie sterkpunte en leerpotensiaal. Die onderrigstrategieë het ook die potensiaal getoon om die leerders se bewustheid van hulle eie belangstellings en leervoorkeure te ontwikkel, en hulle is ook toegelaat om ʼn sin van bekwaamheid te ontwikkel. Benewens hierdie aspekte, het die navorsing ook getoon hoe gedifferensieerde onderrigprosedures my kan ondersteun om my rol as primêre hulpverlener in die leerondersteuningsnetwerk te vervul en my onderrigpraktyk te verbeter. Die inligting wat met die navorsing verkry is, sal in die toekoms gebruik word om my onderwyspraktyk toe te lig. Ek besef nou die waarde daarvan om gedifferensieerde onderrigprosedures in my lesse te gebruik, asook die belangrikheid van refleksie op my onderrigproses en die inagneming van die uniekheid van elke leerder in my klas. Onderwysopleidingsinstellings kan die inligting deur hierdie navorsing verkry gebruik vir die verbetering van onderwyspraktyk. Afgesien van die bogenoemde, kan die inligting ook toekomstige siklusse van aksienavorsing toelig en met vrug vir verdere navorsing in die veld gebruik word.

Effective practices in student data collection and implementation of data-based instructional decisions are needed for all educators, but are especially important when students have severe intellectual and develop- mental disabilities. Although research in the area of data-based instructional decisions for students with severe disabilities shows benefits for using data, there is limited research to demonstrate teachers in applied settings can acquire the decision-making skills required. The purpose of this research was to demonstrate how teachers from five states acquired a set of data-based decisions implementation guidelines through online professional development. Recommendations for practice and future research are included.

The purpose of this study was to investigate the effects of a modified system of least intrusive prompts on text-dependent listening comprehension for four middle-school-aged students with intellectual disability and autism during read-alouds of adapted grade-level biographies. A system of least intrusive prompts was modified by inserting a rule for answering questions and an opportunity to hear sections of the biography again. The procedure was evaluated via a multiple probe design across students. Outcomes indicate that all students improved listening comprehension after intervention and all students maintained high levels of correct responding 2 weeks after intervention. In addition, three students generalized skills to new biographies. The need for future research and implications for practice are discussed.

This pilot study sought to develop and evaluate the use of a treatment package that included systematic and direct instruction on acquisition of literacy skills aligned with middle school English/Language Arts standards for students with moderate to severe disabilities, including autism. Participants included five teachers and 15 middle school students with moderate to severe disabilities who were primarily served in a self-contained setting. A one-group, nonrandomized, pre-posttest design was implemented to measure vocabulary, comprehen- sion of familiar text and unfamiliar text, poetry, research, and writing skills. Results indicated significant gains in vocabulary and comprehension of familiar text. Limitations, implications, and the need for future research are discussed.

In order to better assist practitioners and better serve persons with autism spectrum disorders (ASD) and their families, it is vital for professionals to systematically evaluate the existing body of literature and synthesize its scientific evidence, so that the efficacy of research can be translated to evidence-based practices (EBPs) (Wheeler, 2007; Zhang & Wheeler, 2011). This research synthesis evaluated adherence to EBP standards and analyzed the effectiveness of gluten-free and casein-free (GFCF) diets for individuals with ASD. Four hundred and seventy articles were screened among peer-reviewed journals in English language published through 2010 using the Academic Search Complete search database. Twenty-three studies were selected, and the researchers used a systematic analysis model developed by Mayton, Wheeler, Menendez, and Zhang (2010) to investigate the degree of adherence to specific evidence-based practice standards. In addition, the study utilized quality indicators proposed by (a) Horner et al. (2005) for single-subject design studies and (b) Gersten et al. (2005) for group experimental design, to evaluate the efficacy of GFCF diet interventions. Results of this synthesis indicated that the efficacy of GFCF diet interventions for individuals with ASD is inconclusive, and the field needs better controlled studies to provide the scientific evidence base for the intervention.