With the increase of students with disabilities attending post secondary education, it is important to have an understanding of how satisfied a student with a disability is with college. At present, the research on college satisfaction focuses on specific variables and how the specific variables moderate or mediate college satisfaction; however, there is limited research in the area of college satisfaction and students with disabilities. To address the current gap in research, the purpose of the current study was to address if there was a difference in overall satisfaction in students with a disability compared to students without a disability. Further, analysis of group differences in relation to domain scores was conducted, and how variables such as entrance status, gender, ethnicity, ACT scores, and grade point average mediate college satisfaction for students with disabilities. Additionally, it was important to examine the relationship between disability status and overall satisfaction, as well as examine the relationship of the 4 domains (e.g. Instruction and Life Skills, Quality of Student Services, and Quality of Undergraduate Experience) and overall satisfaction. Survey data were collected from 2009-2014 Undergraduate Survey from the Office of Institutional Research and Effectiveness at a university in the southeastern United States. The results indicated a statistically significant difference between students with disabilities and students without disabilities in regards to perceptions of services provided, and undergraduate experience. Specifically, individual with disabilities are more satisfied in the area of services provided compared to students without disabilities, while students without disabilities are more satisfied with their undergraduate experience compared to students with disabilities. Further, numerous relationships were found between variables such as gender, ethnicity, entrance status, academic proficiency, and overall satisfaction. Lastly, instructional and life skills, quality of student services, quality of academic advising, and quality of undergraduate experience scores load onto the latent variable of overall satisfaction as hypothesized.

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The impact of co-teaching in the inclusion setting is essential to improving the academic achievement of students with disabilities. With the emergence of federal and state mandates, standards-based accountability is compelling schools to place students with disabilities in the inclusion setting to receive the same content as their nondisabled peers. This research study aimed to identify the factors impacting the effectiveness of co-teaching in the inclusion setting within K-12 schools. The research questions for this study included: What factors do co-teaching teams identify as essential for effective co-teaching? What factors do co-teachers perceive as obstacles or problems that hinder effective co-teaching? and What administrative support is needed to carry out co-teaching responsibilities effectively? The design methodology for this study was qualitative and consisted of three co-teaching teams in Virginia. Semi-structured interviews with co-teachers from model demonstration sites were used to collect data. Data analysis occurred through hand-coding of the transcribed interview questions. Model co-teaching teams identified twelve factors that impact effective co-teaching, including positive relationships, consistent behavioral expectations, defined roles and responsibilities, pairing, professional development, parity, co-teaching models, administrators' expectations, co-teaching best practices, consistent co-planning time, professional expertise, and building co-teaching capacity. The research should provide practitioners with strategies and approaches for effective co-teaching in the inclusion setting with K-12 schools. / Doctor of Education / The impact of co-teaching in the inclusion setting is essential to improving the academic achievement of students with disabilities. This study represents the researcher's effort to understand the factors that are essential for effective co-teaching in the inclusion setting with K12 schools. This research is a qualitative study, and the researcher completed interviews with three model co-teaching teams from the Virginia Department of Education Excellence in Co-teaching Initiative. Model co-teaching teams identified twelve factors that impact effective co-teaching, including positive relationships, consistent behavioral expectations, defined roles and responsibilities, pairing, professional development, parity, co-teaching models, administrators' expectations, co-teaching best practices, consistent co-planning time, professional expertise, and building co-teaching capacity. The research should provide practitioners with strategies and approaches for effective co-teaching in the inclusion setting with K-12 schools.

In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa Public Education Information Management System (PEIMS), and conducted qualitative interviews with selected charter school administrators. Five cornerstones of the Individuals with Disabilities Education Act (IDEA): zero reject, individualized education program (IEP), appropriate assessment, free appropriate public education (FAPE), and least restrictive environment (LRE), were utilized in the assessment of quality. Levels of expertise in federal disability law and fiscal barriers were explored, as well.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 172-182). Also available on the Internet.

Thesis (M.A.Ed.)--East Carolina University, 2009. / Presented to the faculty of the Department of Curriculum and Instruction. Advisor: Daniel Boudah. Title from PDF t.p. (viewed June 15, 2010). Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 172-182). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 103-108). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 103-108). Also available on the Internet.

Thesis (Ed. D.)--University of Washington, 2006. / Vita. Includes bibliographical references (leaves 170-177).