Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 139-142).

Thesis--University of Wisconsin--Madison. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 175-185).

Thesis (M.S.)--University of Wisconsin--Madison, 1967. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Oct. 10, 2007). PDF text: ix, 197 p. : ill., maps. UMI publication number: AAT 3260514. Includes bibliographical references. Also available in microfilm and microfiche formats.

<p> The aim of this study was to observe and discuss the unique challenges and benefits of providing extrinsic and intrinsic motivators in a self-contained special education classroom. Motivators were used in both the whole group and small group setting and were evaluated based on effectiveness due to student response. It is my hope to benefit the field of special education by identifying methods used in the self-contained special education classroom setting, which demonstrated effectiveness by presenting positive behavior changes for students. Examples of each motivational tool are addressed and discussed within the study as well to show how student&rsquo;s behavior changed in response to particular motivators in a particular setting.</p><p>

<p> Promoting self-determination and active student involvement in the individualized education program (IEP) process is critical to the success of students with disabilities. While extensive research has been conducted to investigate the perceptions of parents and educators regarding students&rsquo; self-determination and IEP involvement, minimal research exists regarding student perceptions of these factors. This mixed methods study examined the perceptions of students with high-incidence disabilities regarding self-determination skills and involvement in the IEP process. The participants included eighteen students with high-incidence disabilities receiving special education services at one rural and one urban public high school in northwest North Dakota. This study employed individual, face-to-face interviews and a self-perception survey instrument to examine student perceptions related to self-determination skills and IEP involvement. Participant responses to the survey were analyzed using descriptive statistics. Thematic analysis of the qualitative data revealed five themes characterizing the participants&rsquo; perceptions of self-determination and involvement in the IEP process. When the results of the quantitative and qualitative analyses were compared, the results converged in all areas of the self-perception survey, with the exception of one area. The findings provide evidence supporting the need for explicit instruction in self-determination skills. Results further indicate a continued lack of active student involvement at IEP meetings; however, there does appear to have been a shift toward &ldquo;guided&rdquo; participation. Findings also indicate that students have received minimal instruction in leading their own IEP meetings. Implications of these findings for current practice in the field of special education are discussed. Recommendations for future research are also discussed.</p><p>

The percent of students with behavior disorders (BD) served in general education classrooms has risen steadily over the past three decades. However, when compared to their peers, students with BD have lower grade point averages, more negative attitudes about school, and are more likely to experience poorer life outcomes (e.g. unemployment, incarceration). Therefore, there is a need for further research into best practices for meeting the academic, social, emotional, and behavioral needs of students with BD. The purpose of this mixed methods study was to use a single example of a school setting with demonstrated positive academic outcomes to advance the understanding of a school climate that promotes positive academic outcomes for all students, specifically when students with BD are included in general education classrooms. The school participating in the current study is an urban elementary school that integrated students with BD into general education classrooms, where previously they were educated in substantially-separate classrooms. Participants of this study consisted of three general education teachers, three special education teachers, three administrators, and 43 students (five with behavior disorders and 38 without behavior disorders). Teachers and students completed complimentary versions of the school climate subscale of the Delaware School Climate Survey (Bear & Yang, 2011) to examine perceptions of school climate. Teachers and administrators completed interviews, school activities and classes were observed, and school documents were analyzed to describe the characteristics of the school’s climate. Results revealed that (a) teachers and administrators described implementing purposeful techniques and teaching methods to support all students, specifically those with behavior disorders, (b) teachers and students differed in their perceptions of school climate, and (c) student perceptions of school climate were not significantly associated with their academic outcomes, in the entire sample, or as a function of student behavior disorder status. Implications are discussed relative to the relationship between school climate and academic outcomes when students with behavior disorders are included in general education classrooms.

<p> Regular physical activity (PA) is vital for living a healthy life and reduced chance of disease for people of all ages. Despite the U.S. government guidelines, many adolescents do not regularly participate or get enough physical activity and research has shown physical activity occurring with much less frequency for youth with disabilities such as Autism Spectrum Disorder (ASD) when compared to youth without disabilities (Pan &amp; Frey, 2006). Fewer social opportunities and higher levels of disruptive and interfering behavior may contribute to these discrepancies. The current study compared two types of physical activity, instructor-led and exergaming among 3 high school students with ASD in a classroom after school. Using an alternating treatment design, results report levels of participation and active physical engagement during each condition. Limitations are considered along with application to practice for increasing involvement in physical education activities.</p><p>

<p>This study provides qualitative data on topics related to the self-efficacy of teachers working in the field of special education. A guided discussion with a group of special educators provided data on four areas of focus: perceived limits on efficacy, practices for developing efficacy, systematic practices for preventing false efficacy, and personal consideration given to self-efficacy. Educator responses were collected and coded for common themes by the researcher. Commonalities in responses included the perceived existence of both internal and external limitations to efficacy, the importance of educational leadership and in the development of self-efficacy, the belief in both educator evaluation and collaboration as a means of preventing false efficacy, and self-efficacy as a consistent consideration in the minds of special educators.

<p> This study explores the special education team&rsquo;s relationship to the role definition of paraprofessionals. Specifically, it examines the different viewpoints of the special education team regarding the roles of paraprofessionals in one Midwestern elementary school with a strong special education team. Traits of the special education team that serve as a catalyst for defining paraprofessional roles are identified. Currently in the United States, 6.6 million students receive special education services. Over 1.2 paraprofessionals help to support these students. With so many paraprofessionals supporting students across the United States and with current literature indicating that clear-cut roles for paraprofessionals are not defined, this research serves to add a different voice to the literature: that of a school with clearly defined roles for paras. Using individual interviews and focus-group interviews, data were collected through a case-study of special education teachers, administrators, and paraprofessionals connected to one exemplary North Dakota school with clearly-defined roles for paraprofessionals. Data were analyzed using open coding. The researcher looked for emerging themes to help determine how the special education team&rsquo;s function may relate to strong paraprofessional roles. This research adds a new voice to the literature and provides suggestions for clearly defining roles of paraprofessionals within special education teams. </p><p>