No description available.

No description available.

No description available.

No description available.

No description available.

No description available.

The construct of social validity was introduced by Montrose M. Wolf (1978) and was de¬fined by three distinct components. These components included (a) the social significance of the goals of treatment, (b) the social appropriateness of the treatment procedures and (c) the social importance of the effects of treatment. The value of social validity in the design, delivery and evaluation of person-centered treatments has been supported over time within the literature. Most notably, Ilene S. Schwartz and Donald M. Baer (1991) spoke to the importance of social validity in terms of designing interventions that were both relevant and valued by consumers. The field of special education has witnessed a significant growth over the past thirty-years in the use of a person-first framework. The merits of social validity for promoting person-first interventions and supports are substantial and include the potential for greater consumer and family engage¬ment, increased adherence to treatment and greater degrees of treatment satisfaction by all parties including teachers, therapists, family members and consumers. Perhaps the greatest benefit is that social validity inputs promote the design and delivery of socially significant interventions and supports and potential quality of life outcomes for consumers in a manner, which honors the intentions of person-centered professional practice. The purpose of this paper will be to provide a research-based rationale for the use of social validity in the design, delivery and evaluation of person-centered interventions and supports.

This study examined the rates of regular class placement for Texas public school students with learning disabilities, mental retardation, and emotional disturbance and possible reasons for a high rate of placement. A questionnaire regarding methods used to assist students with handicaps in regular education classes was mailed to the directors of all special education programs in the state. The directors were also asked to submit a copy of the district's June 1, 1989 Superintendent's Annual Report which contains data on the placement of all identified students with handicaps. School district property wealth and size were obtained from official state records.

A teacher's disposition is a valued factor in special education; however, preservice teacher training in California higher education institutions does not require a focus on dispositions. The purpose of this quantitative correlational study was to examine whether common dispositions were associated with retention among teachers with comparable experience and preparation in special education. The study was grounded in constructivist learning theories including experiential learning, transformational learning, reflective practice, communities of practice, and situated learning. Data collection included responses to the Teacher Dispositions Index survey from 28 teachers in the partner school district. Results of multiple regression analyses indicated that effective communication and commitment to ethical professional behavior were common dispositions among persistent special education teachers. This research study affirmed special education teacher dispositions are difficult to define and assess. Future research is recommended regarding the dispositions of effective communication, commitment to ethical professional behavior, and supplemental dispositions present in the teaching profession. The doctoral project included a professional development seminar to foster persistence among special education teachers. Results may be used to increase percentages of persistent teachers in special education programs.

Research has found that females on the autism spectrum often spend years not understanding why they are different resulting in experienced otherness. My self-directed study written through narrative and poetry-explored the story of a non-traditional graduate student on the autism spectrum at a university. This thesis addresses the question “how is identity shaped through life events”? Looking inside the layers and doorways of self challenged my own long held assumptions of difference and marginalization. Acceptance of self is a lifetime journey. The result showed mentoring is a critical function of academic and personal success. Suggestions are provided to educators to see the person as an individual, look for the twice-gifted student, and attempt to understand the feelings of marginality. These suggestions are presented with the hope of bringing insight and awareness to educators’ understanding of individuals on the wide spectrum called Autism.