The views of those with an intellectual disability (ID) on sexuality is not a topic many are willing to broach. Many challenges exist for those identified with ID when it comes to sexual education, including a lack of appropriate curricula; a lack of trained school personnel; the inability of school, state, and national stakeholders to agree on policy or curriculum content; and the generalizability of the content. These challenges are heightened by an increase in sexual assault of women with ID. To improve sexual assault prevention skills, the researcher conducted a phenomenological study to identify the current status of sexual assault and sexual education, specifically for women with ID. Semi-structured interviews occurred with seven women with ID who were sexually assaulted. The outcome of this dissertation research provides information, derived from these women, as ways to better educate females with ID in relation to sexual education and sexual assault prevention.

This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.

The purpose of this study is to explore the extent, to which professionals in helping professions (PHPS) with learning disabilities are able to name the support, services, and assistance that they require to successfully engage in the full range of activities for their daily living. Additionally, the study explores how PHPS describe their experiences with support, services, and assistance available to them. The study was conducted using a qualitative, phenomenological in-depth interview methodology. The study sample consisted of 10 helping professionals with learning disabilities that work in helping professions. Data was collected using audiotaping of interviews and field notes. Audio tapes were transcribed and data from the transcriptions was analyzed for this study. Nine major themes emerged from the analysis of the study data the themes were disability, daily living, oppression, self-esteem, self-reflection, creative management, creative management adaptive behaviors, services and support. Key findings from the study suggest that professionals in helping professions (PHPs) with learning disabilities are creative, strong willed and persevere despite the odds. Most of the PHPs went through school without accommodations and relied upon their own abilities and determination to pass. Two out of the ten PHPs were diagnosed with learning disabilities when they were children. Three of the PHPs were born before learning disabilities were formalized and labeled as a disability. The data suggests that people with learning disabilities need support, services and assistance in all areas of their daily living. Recommendations for change are provided for addressing the problematic themes that emerged from the data.

The purpose of this study is to survey microcomputer applications in special education in Western Massachusetts Schools and, in particular, to assess the extent to which special education is moving beyond drill and practice software with special needs students. Data were collected from 185 special education teachers by a questionnaire and follow-up interviews from eleven special education teachers in Western Massachusetts. Results showed that computers and software are generally integrated in special education teachers' curricula. They used the microcomputer as a compensatory tool to sharpen students' mathematics skills, language arts and reading comprehension. Some special education teachers also used computers for language assessment, speech training, eye-hand coordination and communication. Apple computers were the most popular brand used in this study. Adaptive devices such as firmware cards, switches, and speech synthesizers were used to help special needs students access computers. Computer-assisted instruction, word processing and games were the most popular software used. Students worked on computers generally alone, or in a small group, or in combination; the amount of supervision required depended upon students' functioning level and physical limitations. Most special education teachers did not teach and computer language; only a few teachers explored Logo or BASIC with their students. Special education teachers realized that the computer is a good tool to motivate students and to increase self-esteem and attention; they received some inservice training on computer uses, but complained that it was not enough to help their students. Factors making it difficult for special education teachers to use computers were: lack of appropriate software, teachers being behind the trend, not enough class time to use computers, and perceptions of computers as dehumanizing. The study concludes with recommendations for increasing special education teachers' computer training via input from hardware and software experts, and for requiring special education teachers to take introductory computer courses such as Logo, BASIC programming, authoring language systems and software evaluation. Also, it recommends that school administrations give financial and technical support for such training in order to use microcomputers and related devices more effectively.

Differences in self-control between a group of typical and a group of boys clinically diagnosed as having Attention Deficit Hyperactivity Disorder (ADHD) between 5 to 6 years of age were assessed using a procedure in which subjects could select larger, more delayed reinforcers versus smaller, more immediate reinforcers exchangeable for toys. During two of the six phases of self-control assessments carried out over two days, subjects had access to additionally programmed activities (music and toys). Along with choice data, several collateral measures were collected including different classes of activity (e.g., actometer, out of seat), latency to respond, ratings of enjoyment, verbal and nonverbal time estimations of delay, and contingency descriptions of the self-control task. ADHD subjects chose the delayed, larger reinforcer significantly less frequently over time than did typical subjects, while typical subjects chose increasingly to self-control over phases. The opportunity to engage in the additionally programmed activities did not alter self-control responding and both groups used the music and toys equally often. Latencies did not differ significantly between the two groups, but were significantly different between phases, with longer latency times during Phase B when the additional sources of reinforcement were available. ADHD subjects became more active over time, although this effect was mitigated during the B Phases. The group members did not differ in their ability to estimate the delays, or in their ratings of task enjoyment, and they could describe the contingencies accurately. The results demonstrated that the choice task proved to serve as an objective way to measure self-control differences between ADHD and other children.

Students who fail to establish an identity as a reader run the risk of becoming disconnected from both school and society due to the important position reading holds in our culture. Therefore it is crucial to determine how classroom teachers can help marginal readers increase their participation in the classroom learning community. Three major research questions guide the study: (1) Do participating teachers conceptualize reading as encompassing a broad or a narrow range of behaviors? (2) How do teachers' theories about reading development, reading instruction, and learning potential impact upon their interactions with slowly developing readers? (3) How do curriculum, instructional groups, and classmates influence efforts to help slowly developing readers increase their participation in the literate classroom community? The study employs qualitative research methods. It describes the theory and practice of two first grade teachers recognized for their commitment to helping marginal readers. Data collected over a four month period of time are drawn from participant observation, audiotaping of classroom reading events, and interviews/conversations with teachers, students, and parents. Data indicate that participating teachers conceptualize reading as encompassing an extremely broad range of behaviors. Teachers' theories of reading and learning stress motivation, self-confidence, support, challenge, and shared roles among teacher and students. The study concludes that teachers can help marginal readers increase their participation in the learning community through explicit language that reflects social and cognitive goals, support and challenge, and focus on students as resources to one another. It further concludes that slowly developing readers benefit from participation in the same language-rich environment as peers when teachers modify and extend learning experiences to meet individual needs. Ensuring success for all students involves careful analysis of existing practices to determine if teachers' theories about reading, learning, and student potential expand or limit classroom alternatives for students whose reading development differs from that of peers. Further, it requires examination of the role of classmates and family in promoting or hindering student progress. The challenge for educators is to explore ideas and practices that demonstrate promise for helping slowly developing readers reach high levels of competence.

For over a decade, federal and state laws have mandated a free and appropriate education for special needs students in the least-restricted environment. There has been a wide variation of progress made in this area, depending on the approach taken by the administration of the school district, and the degree of support between staff (both regular and special education staff), parents and administrators. The purpose of this study was to obtain suggestions from five Massachusetts Public School systems that focus on effective administrative strategies for mainstreaming on the elementary school level. Data was gathered from a review of literature, as well as a questionnaire, containing both questions to answer, and statements with which the participant was asked to either agree or disagree. A total of 25 Questionnaires were sent to five members of each of five Massachusetts school districts. Only three out of the five schools responded to the questionnaires. Further information was derived from tape-recorded interviews with school administrators. By examining actual case study accounts and various national model programs for mainstreaming, other ideas have been suggested and are included in the study. The success of a mainstreaming program lies in the relationship between administrators, staff, and parents. The key ingredient is unlimited involvement at the administrative level, and the ability to develop effective techniques for enhancing integration. In order to succeed in the development of an effective mainstreamed program, it is critical that administrators: (1) Need to encourage and improve interaction between regular and special education staff members. (2) Try to identify negative attitudes and work toward improving attitude problems. (3) If possible, involve staff in the development of the model, as well as the ultimate implementation of the program.

Statement of the problem. The problem addressed in this study is whether special needs students progress in their prototype designation faster in a comprehensive or vocational school system. This issue is critical because within the past ten years an increasing number of special needs students have become a sizeable percentage of the students in vocational school systems. Methodology. The methodology utilized in this study was the survey method. An instrument was mailed to 65 randomly identified comprehensive school systems and 65 vocational school systems. The computer language BASIC was used to generate the list of comprehensive school systems. A vocational school system is identified as one which has five or more vocational course offerings. The approach was to utilize the "sample of the whole" method. There are 65 identified vocational school systems in the Commonwealth of Massachusetts. In addition to the utilization of the survey instrument, the researcher conducted on-site interviews in six school systems; three comprehensive and three vocational. These were chosen due to their marked tendencies of significant movement of special needs students from the prototypes of 502.1-502.4. The on-site interviews was also undertaken to supplement the data generated by the survey instrument. Results. The survey generated responses from 13 comprehensive school systems and 19 vocational school systems. Within prototypes 502.1 and 502.2 (least restrictive) there were 8,423 special needs students from the comprehensive sector and 17,805 from the vocational sector. Within prototypes 502.3 and 502.4 (most restrictive) there were 5,488 special needs students from the vocational sector and 4,798 from the comprehensive sector. Conclusions. The conclusions of this study were as follows: (1) Increasing number of special needs students in the least and most restrictive prototypes were found to be in the vocational sector; (2) Increasing number of students from the vocational sector were mainstreamed; (3) More students in the comprehensive sector remained in their prototypes over a four year period of time. In general, the study determined that special needs students achieved placement in the least restrictive prototype settings in the vocational delivery system at a quicker pace than their counterparts in the comprehensive sector.

The purpose of this study was to evaluate social validity data as reported in single-case research design (SCRD) studies published in the journal Education and Training in Autism and Developmental Disabilities (ETADD) over 21-years encompassing the years 1997-2018. In the present study, the authors identified a total of 298 single-case research articles that were published in ETADD from 1997-2018 of which 138 articles or 46% reported on social validity. Trends in the use of formal and informal social validity measurement for behavior intervention studies were evaluated as was the reporting of partial and total construct social validity including the social significance of treatment goals, the appropriateness of treatment procedures, and the importance of treatment effects. The findings revealed a diverse array of procedures that in many cases lack uniformity, comprehensiveness, and clarity.

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