The focus of this study was the testing of the Conceptual Level Matching Model with a population of learning disabled (LD) children. The students selected for use in this study consisted of an equal number of students in the high and low CL groups ranging between 13 and 15 years of age.The final sample included 35 males and five females whose IQ's ranged between 80 and 117. These students were attending public school special education LD resource rooms in Anderson, Indiana. The students, selected on the basis of their chronological age, were divided into two groups according to their score on the Paragraph Completion Test. Thus, comparisons were observed among and between the two experimental groups. A statistical analysis of those attributes on which the students were grouped revealed no significant differences between groups on measures of chronological age, full scale IQ and reading comprehension scores.The results were generated from the administration of the Paragraph Completion Test (PCT) and the Analytical Reading Inventory (ARI). The PCT was used to assign students to either the high or low group who were in turn randomly assigned to either the structured or unstructured group to form the final four experimental groups. All students were then administered three graded paragraphs from the ARI; intended to measure their level of reading comprehension. T-tests were initially used to test for significant differences between the two groups in terms of chronological age, IQ, and reading comprehension scores. A two-way factorial analysis of variance was used to test differences between means for the four experimental groups. The hypothesis predicting a significant difference between the two main groups on the ARI was supported by the data. It was concluded that LD students high in conceptual level (CL) can be expected to perform significantly better than low CL students on a reading comprehension task.A significant difference was also shown between the low CL group taught in a highly structured fashion and the low CL group taught in an unstructured fashion; with the structured group performing significantly better. However, the third hypothesis which predicted that the high CL group taught in an unstructured fashion would perform better than the high CL group taught in a structured fashion was not supported by the data. In fact the results showed a trend in the opposite direction, with the high CL group-structured performing better than the high CL group-unstructured.The data also supported the hypothesis that the high CL group would perform significantly better on the cause and effect, inferential, and conclusion reading comprehension questions on the ARI than the low CL group. However, these results should be interpreted with caution because of the high level of overall significance between the high and low CL groups. Therefore, these results may not be a reflection of the type of question asked but of the overall superiority of the high CL group.Recommended avenues of investigation for future research is cited as follows: (a) replication of the study with equal numbers of females to permit greater generalization of the results; (b) evaluation of the CL of LD teachers to see if they prefer to teach in a highly structured fashion which is consistent with the way low CL students prefer to learn; (c) structuring an LD student's learning environment on a long term basis; (d) study of the environment that would allow LD students low in CL to move to the next higher stage of development; and (e) development of an instrument that can be used to measure the CL of younger children.

This was a case study of two brothers with autism. This study showed how one school and family worked together to create a positive assistive technology (AT) environment at school, which was transferred to the home environment. It highlighted the experiences of both family and staff members, and described how AT was integrated into the participants' program plans at the beginning of a school year. It also identified highlights and challenges the school team faced in implementing the AT process throughout the school year. Findings isolated key factors, including time for practice, the importance of maintaining a clear focus on objectives, the bond between the home and school, the transfer of strategies and devices between the home and school, and suggested that using AT enhanced learning for both participants.

Despite considerable efforts, the disproportionate representation of students from culturally and linguistically diverse backgrounds in special education programs remains among the most persistent problems in the field of education. Using data from Texas' public school districts, this study examined the relationships between a set of school districts' sociodemographic variables on the proportion of students identified with LEP and students identified as economically disadvantaged served in special education programs. Results indicate a strong association between the sociodemographic variables examined and the overrepresentation of these two student populations in special education programs. In addition, a logistic regression analysis revealed that including the statewide geographic region where a school district resides as a variable was a significantly better model than examining only sociodemographic characteristics. Findings indicate that knowing a school district's sociodemographic characteristics is important in determining the likelihood of students being identify as needing special education services but it is important to note that the impact of the sociodemographic characteristics differs by statewide geographic region. Recommendations for policy, practice, and research are discussed.

This research investigated the extent of special education reading services provided to students with a diagnosed reading disability, and examined potential demographic differences in service delivery. Special education eligibility folders of 512 students from 11 Texas school districts were examined. Trained research teams utilizing a reliable data collection template conducted on-site visits and recorded student folder data during a six-week period. National statistics report that 37% of fourth grade students do not possess basic reading skills. Half of the students presently receiving special education services are qualified as a student with a learning disability and 80% of these students are reported to be learning disabled in the areas of basic reading or reading comprehension. Previous research studies have reported that students with a diagnosed disability in reading are not always provided the specialized instruction needed. This study reported on: (a) current practices in Texas for the 512 students whose files were reviewed with respect to special education reading services: (b) what state demographics may have influenced the provision of services; and (c) to what extent the amount of a student?s reading delay influenced the amount of special education services provided. Results showed that there was minimal provision of special education services for reading disabled students. When the results were analyzed by degree of disability the correlation was weak while the analysis by demographic membership showed a somwhat increased correlation.

Thesis (Ph. D.)--Syracuse University, 2009.. / "Publication number: AAT 3381594."

Thesis (Ph.D.)--Tennessee Technological University, 2009. / Title from title page screen (viewed on Feb. 3, 2010). Bibliography: leaves 153-157.

Thesis (Ed. D.)--Lehigh University, 2002. / Includes vita. Includes bibliographical references (leaves 132-142).

<p> This dissertation investigates the effectiveness of co-taught inclusion classrooms, using a case study design with descriptive and inferential statistics and survey data. The purpose of the study was to investigate whether or not students with mild/moderate disabilities experience greater academic growth from participating in full inclusion co-taught classrooms, than in non-co-taught inclusion classes. Research analysis was based on quantifiable data: summative or benchmark assessments, SRI tests, grades, attendance, discipline records, and survey data. This study focused on seventh- and eighth- grade co-taught inclusion classes containing students with mild/moderate disabilities at one junior high school within a large urban school district. The results indicated that co-taught students with mild/moderate disabilities demonstrated significantly greater growth than non-co-taught students with mild/moderate disabilities. The statistical analysis was supported by triangulating student attendance, grades, discipline records, and survey responses.</p>

<p> This study examines parents of Autism Spectrum Disorder (ASD) children in Individual Education Plan (IEP) meetings within a school in the Northeastern United States. School districts have created programs to seek feedback from the parents of ASD students to improve disconnect and confusion. The study examines the parent point of view on the IEP meetings and seeks to gain information from the parents to improve a disconnection or confusion they may be feeling. The information secured in the research provided vital information for both parents and the School District to sustain or improve the overall interactions within the IEP team. The research data focused on the experiences of the parents. The research had completed 5 interviews and 26 questionnaires to gain study information. The parents felt secure and comfortable when teachers and special education staff included them in the meeting process. The parents felt lost, confused, and insignificant when communication was not used in the meetings. The study recommends workshops, training, and education to improve communication. The study recommends transparency, workload mapping, and accountability to improve the parent and teacher relationship. The study is a unique process which gives the parents a sounding board and a voice.</p>

<p> The special education teacher is a part of any school district and with the position comes responsibility for the teacher, building administrators, and district administrators. These school district personnel must work together to create a safe environment for all students to be successful. </p><p> In 1983, the U.S. Department of Education&rsquo;s report, A Nation at Risk, brought attention to the issue of retention of schoolteachers, especially those that worked with special needs students. While working as a special educator, the researcher overheard many teachers express concern about poor working conditions within their respective school districts. They expressed a lack of adequate support from building and district administrators, parents, and general education teachers. They expressed inadequate time to complete required paperwork. The researcher worked for both school districts that participated in this research project; therefore when asked, the district superintendents granted permission to conduct research within the school districts. </p><p> The literature review supported the claims stated by special education teachers. When reviewing the literature, the researcher decided to add specifics on how society viewed those individuals who did not act or appear to be normal in society. There is history dating back to 10,000 B.C.E. about those with special needs. There were some very influential names and universities involved in reports of researching ways to prevent those with special needs from pro-creating. Furthermore, there were laws created that prohibited those with limited intelligence from immigrating to the United States. </p><p> This research involved utilizing a free, on-line survey program. The researcher invited only active special education teachers from the two participating school districts to participate in the survey. The questions related to perceptions of administrator support, working conditions, and mentoring. The researcher included mentoring because it was a requirement for new teachers in Missouri. The literature suggested that new teachers left the profession early in their careers due to mentoring issues. </p><p> This research study produced mixed results. The results indicated a concern regarding mentoring of new teachers. The responses from the participants suggested that there were still concerns, over thirty years after <i>A Nation at Risk,</i> about administrative support, working conditions, and mentoring.</p>