The present study was an attempt to differentiate between emotionally handicapped, learning disabled, and regular education children based on their responses to the Neuropsychological Symptom Inventory-Child Version, the Personality Inventory for Youths, and their parents' responses to the Personality Inventory for Children.Factor analysis of the NSI-Child Version revealed four unique factors, of which two were able to differentiate the regular and special education groups. No observable differences were noted between the two special education groups on the basis of their raw factor scores. Similarly, no differences were observed between the two special education groups on the basis of their responses to the PIY. Salient differences were observed on the PIC with the emotionally handicapped children reported to have pervasive emotional and behavioral problems in comparison to the mild cognitive/academic and behavioral difficulties of the learning disabled children.Results are discussed as they relate to previous research and future directions for study. / Department of Educational Psychology

The purpose of this study was to detail the implementation of a Response to Intervention program in an urban school district and to measure the impact of the program on the reading achievement and special education population at the elementary school level. The study followed the process used by the district to introduce the RtI philosophy in ten selected elementary schools and then to expand the program to all of the 33 elementary schools within the school district. The author details the methods used and the support provided to teachers and school leaders during the implementation.The reading achievement data was taken from school district records of the DIBELS assessments given at the End of Year (EOY) for the school years 2008-2009, 2009-2010, 2010-2011, and 2011-2012. This data was analyzed for overall growth following the full RtI implementation as well as the resulting EOY 2012 performance. Data was compiled at the school and district level. Title One and non-Title One school performance was compared and placed in rank order of performance. Four schools were identified as strong performers and those principals were interviewed to determine successful strategies for supporting the RtI implementation. The successful schools were found to have stressed fidelity to the district literacy curriculum model for strong Tier One instruction for all students, as well as maintaining fidelity to the selection of students and the intervention program design for those students in Tier Two intervention. Special education student population was analyzed using annual state department of education reports. Consistent decline of identified students at the elementary school level was noted following the RtI implementation. An overall decrease of 824 students receiving special education services was noted across the school district. There was a correlation of an increase in student reading achievement and a decrease in special education population following the RtI implementation. / Department of Educational Leadership

Access to abstract permanently restricted to Ball State community only / Access to thesis permanently restricted to Ball State community only / Department of Educational Psychology

Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives. / by Lindsay Jesteadt. / Thesis (Ph.D.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

The purpose of this study was to investigate the relationship between consumer race and vocational rehabilitation acceptance, services, and reason for closure through the state/federal vocational rehabilitation system for in individuals with specific learning disabilities. The consumers who participated in the study were individuals who applied for services during the 2006 fiscal year with specific learning disabilities (SLD). The study included two different stratified samples of 400 African Americans with SLD and 400 European Americans with SLD. Several variables were held constant in this study. These variables included: (a) gender, (b) age at application, (c) level of education at application, (d) primary source of support at application, participation in special education (as evidenced by an individualized education program), and (e) presence of a significant disability. Related to acceptance, results from the logistic regression indicated that the presence of a significant disability was positively correlated with acceptance for services in both samples. That is individuals with a significant disability were more likely to be accepted for services than were individuals without a significant disability. There were no statistically significant differences found between African Americans with SLD and European Americans with SLD in Sample A. Conversely, statistically significant differences were found in Sample B. In Sample B African Americans with SLD were less likely than European Americans with SLD to be accepted for services. In addition, under the category of educational level at application, individuals with a special education certificate of completion/diploma in attendance were less likely to be accepted for services than other educational categories. Related to services, in Sample A, African Americans with SLD were less likely to receive college training than European Americans with SLD. In Sample B, African Americans with SLD were more likely to receive job readiness and transportation services. On-the-job training was provided more frequently for European Americans with SLD than African Americans with SLD. Related to reasons for closure, the chi-square was not significant in Sample A. However in Sample B statistically significant findings were revealed. African Americans with SLD were found more likely to be closed as 'unable to locate or contact' and 'failure to cooperate'. In addition, Sample African Americans with SLD were more likely to be closed 'other reasons'. By contrast, European Americans with SLD were found to be closed due to either refusal of services or further services and to achieve an employment outcome. Limitations of the study and implications for future research and practice were also discussed. / text

Text in Afrikaans / Die doel van hierdie navorsing was om die wesentfike behoefte aan alternatiewe tugmaatreels vir die leergeremde adolessent na te vors en riglyne vir altematiewe tugmaatreels op te stel. Die sensitiewe aangeleentheid van disstplinering en tug word nou grootliks aan die onderwysers se inisiatief oorgelaat, en dit terwyl onderwysers nie altyd voldoende onderle is in die nuwe benadering tot alternatiewe dissiplineringsmetodes nie. 'n Teoretiese ondersoek wat uitgevoer is, het die belangriKheid van die inagneming van die leergeremde .adolessent se unieke persoonlikheidstrekke by die toepassing van dissipline beklemtoon. 'n Ernpiriese ondersoek is met behulp van vraelyste uitgevoer by ses spesiale skole in die Gauteng..provinsie. Die empiriese navorsing het bevestig dat onderwysers by hierdie skole 'n behoefte het aan altematiewe tugmaatreels vir die leergeremde adolessent. Op grond van die literatuurstudie en die resultate van die empiriese ondersoek, is riglyne verskaf vir die opstel van alternatiewe tugmaatreels. / The aim of the study was to identify the need for alternative disciplinary measures for the learning disabled adolescent, and to formulate guidelines for the implementation thereof. At present, the sensitive issue of discipline and punishment is left to the discretion of the individual teacher, who may not always be fully conversant with the new approach to alternative disciplinary measures. A theoretical investigation emphasised the importance of the unique personatity traits of the learning diSabled adolescent that should be considered when disciplinary measures are applied. An empirical investigation was carried out by means of a questionnaire at six special schools in the Gauteng Province. The empirical study confirmed that teachers at these schools do need alternative disciplinary measures for the learning disabled adolescent Based on the literature study and the results of the empirical investigation, guidelines were formulated for alternative disciplinary measures for the learning disabled adolescent. / Educational Studies / M.Ed. (Spesialisering in Voorligting)

This study focuses on the concept of resilience, and seeks to determine the nature, and role, of personal attributes in adolescents' ability to bounce back from life's blows, and continue determinedly along the path of self-actualisation. The personal attributes impacting on the ability to surmount life's challenges are delineated by an empirical study focussing on twenty learning-disabled adolescents, half of whom demonstrate resilience, and half of whom appear to have turned their backs on self-actualisation. The study aims to provide educational psychologists with an in-depth understanding of the phenomenon of resilience, so that vulnerable youngsters might ultimately be therapeutically assisted to choose a more resilient attitude and behaviour. The results of the study delineate nine definite personal attributes which anchor resilience and promote self-actualisation, despite obstacle-ridden circumstances. Furthermore, results suggest that personal choice underlies resilience, implying that intervention targeted at inculcating resilience may well be a worthwhile exercise. / Psychology of Education / M.Ed.(Guidance and Counselling)

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education