Thesis (Ph. D.)--University of Wisconsin--Madison, 1970. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

No description available.

This study investigated the knowledge of special education directors or division designees in school divisions across the Commonwealth of Virginia. One-hundred-twenty-nine Virginia special education directors or division designees were sent an on-line assessment describing 22 hypothetical scenarios representing current legal issues in the area of special education law as prescribed by the Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind (NCLB). The instrument used in this study was adapted from the Power (2007) study with a revision of response choices to provide more definitive results. A demographic questionnaire was adapted to determine individual and school division characteristics pertinent to the study. A total of 87 division special education administrators responded, a 67% response rate. After initial analysis, 84 assessments were usable. The statistical package JMP-Software for Univariate and Multivariate Statistics (2005) was used to tabulate the responses and to examine the relationships between demographic variables and respondents' knowledge of special education law. Descriptive statistics were applied to identify deficiencies in the respondents' knowledge base. Results of this study yielded a mean total score of 80.3% on the online assessment. Respondents scored below the mean in the areas of free and appropriate education, related services, student discipline, and liability for reimbursement to parents. There was no statistically significant relationship between knowledge of special education law and any of the following demographic characteristics: size of the school division, previous special education teacher experience, number of years as a special education director, highest degree attained, percent of time devoted to special education responsibilities, and attendance at special education law workshops. Respondents who belonged to professional organizations scored significantly higher on the assessment than those who did not. The assessment also compared methods of remaining current with special education law and the respondents' knowledge of the law. The following methods yielded a statistically significant relationship with knowledge of special education law: reading professional organization bulletins, attending professional development seminars, and using "other" means. The results of this study will be used to recommend professional development on the interpretation and implementation of special education law at the school-division and college/university levels. / Ph. D.

The problem of this study was to determine if a difference existed between selected classroom teachers' attitudes toward mainstreaming. The Attitudes Toward Mainstreaming Scale (ATMS) was the instrument selected as appropriate for the study. Permission was obtained from Joan Berryman at the University of Georgia, Athens, to reproduce and administer the ATMS. A stratified random sample was conducted as representative of the total population of classroom teachers in North Carolina. A demographic data sheet and the ATMS were mailed to 280 classroom teachers. A 75% return was obtained. The data sheet asked for the sex, present level of teaching position, area of assignment, level of formal preparation, years experience, hours taken in special education, and whether or not the teacher served mainstreamed students. Nine null hypotheses were formulated to be tested at the .05 level of significance. The t-test was used to test for significant differences for hypotheses 1, 2, 3, 7, 8, and 9. The analysis of variance was used for hypotheses 4, 5, and 6 to determine if differences existed between attitudes and years of teaching experience. If a significant difference was revealed, the Newman-Keuls procedure was used to determine where specific differences lay. Three null hypotheses were rejected. Major findings revealed that female teachers had more positive attitudes than did male teachers. Teachers with 1-5 years of experience had more positive attitudes than did teachers with more than 10 years experience, and non-content area teachers had more positive attitudes than did content area teachers.

The problem of this study was to determine if young gifted and talented students who participate in a special program of the fine arts score significantly higher on tests of intelligence, language arts achievement, creativity, and personality than young gifted and talented students who do not participate in the program. For the study 102 students from kindergarten, first, second and third grades were selected. At the end of the study, ninety-seven students were posttested. Five students had moved from the school district. The students were selected for the program on the basis of teacher recommendations and on the basis of scores acquired on tests of intelligence, achievement, and creativity. Students selected for the program were additionally administered a personality pretest. Following participation in the fine arts program they were administered posttests in the four areas. The following questions were considered: (1) Does participation in a fine arts program significantly enhance the test scores of young gifted and talented students in the areas of intelligence, language arts achievement, creativity, and personality? (2) Does participation in a fine arts program and in an additional home component of the program significantly enhance the test scores of young gifted and talented students in the areas of intelligence, language arts achievement, creativity, and personality? (3) Does the basis of selection for a special program for gifted and talented students significantly influence the test scores in the area by which the student was selected? The study revealed that gifted and talented students at certain grade levels who participated in a fine arts program for a minimum of one hour per week scored significantly higher on tests of intelligence and on tests of creativity than young gifted and talented students who did not participate in the program. The study also revealed that students selected for the program on the basis of creativity showed significant increases in test scores of intelligence when compared with students selected on the basis of intelligence or language arts achievement.

There is a correlation between the professional development that teachers receive and student academic success. It has been shown that knowledgeable teachers have a profound impact on student achievement. Many general and special educators enter the field of education and are placed to teach in inclusive environments with little to no professional development related to inclusion. This placement often adversely impacts the success of students with disabilities on state tests. However, there is limited information on the types of professional development necessary for teaching in inclusion. Guided by Bandura's social cognitive theory, this study explored teachers' perceptions of the types of professional development beneficial for teaching in inclusion. The research questions examined participants' attitudes and perceptions toward professional development needs, professional development experiences, and instructional activities used in inclusion. A qualitative case study approach was used to purposefully select 5 general and 5 special education teachers who taught in inclusion classrooms. Data for the study were collected through individual interviews, which were recorded and transcribed, then analyzed and coded for themes. Teachers' perceptions showed there was insufficient training for new teachers, a need for ample planning time in their professional development routine, and a need to implement models of coteaching as described by Friend (2009). The potential for positive social change includes improved inclusion-based professional development for all teachers, which may increase the likelihood of student academic success.

No description available.

No description available.

No description available.

No description available.