<p> Learning social skills through play is an important aspect of a preschool child&rsquo;s development. Young students who are not developing normally, such as those diagnosed with Autism Spectrum Disorders, tend to exhibit more difficulty in their social skills development. As a result of this serious deficit, these skills must be taught by the teacher once the child begins their journey through education. Thus, it is necessary for the special education teacher to embed different teaching strategies into the curriculum so as to teach children with ASD the proper social skills effectively and efficiently. </p><p> The goal of the present study was to determine if the reading of a social story and the discussion of that social story on a daily basis can positively affect the behavior and social skills of a preschool student diagnosed with Autism Spectrum Disorder (ASD). The student under study was a 4-year old male who presented with limited social skills. The teacher/researcher applied a social story intervention that included the reading of a social story on a daily basis, a comprehension check that was followed by a modeled play scenario between the student and the teacher/researcher. The study was conducted for a period of 5 weeks. The teacher/researcher used comprehension checks, field notes and partial interval record forms in order to measure growth in student behaviors and social interactions. The results of this study indicated that applying a social story intervention on a daily basis can effectively improve a preschool ASD student&rsquo;s social skills and provide that student an opportunity to be socially successful during structured and unstructured dramatic play time.</p>

<p> Preservice special education teachers need to develop essential teaching skills to competently address student academics and behavior in the classroom. TeachLivE&trade; is a sophisticated virtual simulation that has recently emerged in teacher preparation programs to supplement traditional didactic instruction and field experiences. Teacher educators can engineer scenarios in TeachLivE&trade; to cumulatively build in complexity, allowing preservice teachers to incrementally interleave target skills in increasingly difficult situations.</p><p> The purpose of this study was to investigate the effectiveness of TeachLivE&trade; on preservice special education teachers&rsquo; delivery of error correction, specific praise, and praise around in the virtual environment and in authentic classroom settings. Four preservice special educators who were teaching on provisional licenses in upper elementary language arts classrooms participated in this multiple baseline study across target skills. Participants attended weekly TeachLivE&trade; sessions as a group, where they engaged in three short teaching turns followed by structured feedback. Participants&rsquo; proficiency with the target skills was analyzed on three weekly assessments. First, participants&rsquo; mastery of current and previous target skills was measured during their third teaching turn of the intervention session (i.e., TeachLivE&trade; training assessment). Next, participants&rsquo; proficiency with all skills, including those that had not been targeted yet in intervention, were measured immediately following intervention sessions (i.e., TeachLivE&trade; comprehensive assessment). Finally, teachers submitted a weekly video recording of a lesson in their real classroom (i.e. classroom generalization assessment).</p><p> Repeated practice and feedback in TeachLivE&trade; promoted participants&rsquo; mastery of essential target skills. Specifically, all participants demonstrated proficiency with error correction, specific praise, and praise around on both the TeachLivE&trade; training assessment and the more complex TeachLivE&trade; comprehensive assessment, with a strong pattern of generalized performance to authentic classroom settings. Participants maintained proficiency with the majority of the target skills in both environments when assessed approximately one month after intervention was discontinued. Implications of the study are discussed, including the power of interleaved practice in TeachLivE&trade; and how generalization and maintenance may be impacted by the degree of alignment between virtual and real teaching scenarios.</p>

<p> When we view the needs of our students through the lens of access and opportunity for students of African American backgrounds then we can begin to move forward towards a more comprehensive and collaborative approach (Jacobs, 2013; Klingner, et al., 2005). Dr. Asa Hilliard (1991) states, &ldquo;it is a question of whether collectively, as educators and a society, we have the will and vision to educate all children&rdquo; (cited in Boutte, 2012, p. 517). While the current body of research provides a plethora of information on supporting CLD children and families from the perspective of educators, administrators, and institutions of higher education (Banks, Obiakor, &amp; Algozzine, 2013; Cannon &amp; Luckner, 2016; Chu, 2013; Guardino &amp; Cannon, 2016; Hansuvadah, 2009; Harry, 2008; Olivos, Gallagher, &amp; Aguilar, 2010) there is a significant gap in the research literature as it pertains to the parents of children who are Black and have a disability, and their perspective of disparities in access to resources and opportunity. For the purposes of this study, CLD/E refers to children who are Black or African American and have a disability as defined by IDEIA. There are two purposes for this study. This study will explore the parent voice in discussing the issues of access and experiences for children and families who are CLD/E. The second purpose of this study is to examine the manner in which systems are navigated from the CLD parent point of view, specifically those of the African diaspora. Through examining parents&rsquo; experiences, this study will inform the body of research to support the needs of CLD students with disabilities transition throughout their academic careers. This study is guided by the following questions: &bull; How do CLD parents of CLD/E children perceive their child&rsquo;s disability? &bull; How do CLD parents perceive the supports and services available to assist them in supporting the needs of their CLD/E? &bull; What do CLD parents perceive as the facilitators of and the barriers to access and opportunity for services and resources? </p><p> When the information is examined more closely, one can see the trend of students with disabilities not accessing high-level opportunities in the realms of employment, education, independent living, and overall quality of life, and how this trend is compounded when the numbers are examined through the lens of culture and language (Bal, Sullivan, &amp; Harper, 2014; Leake, Burgstahler, &amp; Izzo, 2011; National Research Council, 2002; Povenmire-Kirk, Bethune, Alverson, &amp; Kahn, 2015). Further, by focusing on the population of students the research available is limited in scope as it does not address ways in which all stakeholders can work together to improve outcomes, specifically with the voice of parents. CLD students with exceptionality are therefore limited in their ability to access the same or similar opportunities as their same aged peers who are without disability and oftentimes White.</p><p>

<p> Recruitment and retention of special education teachers is growing concern nationwide. This problem is especially acute amongst teachers of the deaf/hard of hearing in rural areas. Mentoring of novice teachers may be a solution to this problem; however, little research exists regarding the use of mentorship in deaf education. This qualitative case study explored the nature of the mentor/mentee relationship between novice teachers of the deaf and their mentors in rural areas. Data were collected through in-depth interviews with three dyads of mentors and mentees. An open coding inductive qualitative data analysis revealed five themes characterizing the relationship. Results further indicate that these teachers describe the relationship through descriptors that are unique to either the mentor or the mentee, complimentary to each party, and shared between both parties. Implications of these findings for current practice in the field of deaf education are discussed.</p><p>

<p> Students with autism spectrum disorder (ASD) present different needs to special education teachers in school today. Without the proper supports and preparation, 75% of special education teachers will leave the field of special education within the first ten years of teaching, with most of the teachers leaving the field within the first three years (Council for Exceptional Children, 2014). Without appropriate interventions, children with ASD are at risk of falling behind their same-aged peers throughout school or making progress towards IEP goals (Lovaas, 1987; Leaf &amp; McEachin, 1999). This study explores the types of preparation: 1) formal education, 2) experiences with people with ASD, and 3) support from administration or an expert in the field of ASD and how it may impact special education teacher self-efficacy. Through the lens of Bandura&rsquo;s (1977) self-efficacy framework and applying it to special education teachers, a survey design study was employed. The on-line survey, adapted from the ASSET (Ruble, Usher, &amp; McGrew, 2011), teachers were asked to rate their level of confidence to thirty questions specifically related to needs of students with ASD and how they feel they were best prepared for that skill between formal education, experience and support. Fifty-six responses were received but only 36 surveys were used due to completeness. A one-way analysis of variance (ANOVA) was conducted to find the mean differences on the global self-efficacy scores of special education teachers and the mode of three types of preparation. No statistical significance was found to be a greater predictor of special education teacher self-efficacy. However, some descriptive data provided information on differences between special education teacher high and low self-efficacy, skills that are better prepared by various types of preparation and recommendations on how to apply Bandura&rsquo;s (1977) social learning theory to help support special education self-efficacy during beginning teacher induction.</p><p>

<p> This study examined the effects of a 2-day professional development for special education teachers of students who have Autism Spectrum Disorders (ASDs). The professional development included general knowledge of ASDs and teaching strategies that could be used in the classroom to assist children with ASDs. This study also ascertained teachers&rsquo; perceptions and knowledge gains as a result of participating in professional development opportunities on ASD. </p><p> The overarching research question addressed in this study was: Does a professional development on ASDs for special education teachers increase their knowledge of ASD and their knowledge and ability to implement strategies in the classroom? The specific research questions were: 1. Does the professional development change teachers&rsquo; perceptions of students with ASD? 2. Does the professional development increase the special education teachers&rsquo; knowledge of ASD? 3. Does the professional development provide specific teaching strategies directly related to students with ASDs&rsquo; success? </p><p> The researcher employed a mixed methods approach for this research study. The researcher collected data using the ASD Inventory (pre and post assessment). The study measured participants&rsquo; perceptions and knowledge of ASD, provided evidence-based practices to the participants, and assessed the participants&rsquo; comfort levels teaching students with ASD. The inventory assessments were analyzed using paired-samples t-test to obtain the final results. </p><p> The overall goal of this study was to learn about how to create effective professional development experiences for special education teachers in the area of ASDs. The goal was to enhance teachers&rsquo; perceptions of teaching students with ASD, increase their technical knowledge of ASD, and improve their knowledge of strategies to use when teaching students with ASD, as assessed by the ASD Inventory. </p><p> The major findings in this study were that after a 2-day professional development on ASD, there was a significant change in teachers&rsquo; perceptions of students with ASD, as well as a significant increase in teachers&rsquo; knowledge of ASD. Evidence of teaching strategies provided by the professional development was indicated through the assessment and teacher participation. Therefore, teachers learned strategies to meet the needs of students with ASDs.</p>

<p> The research for this qualitative ethnographic study included interviews with nine general education, middle-school teachers in an urban school district. The purpose of this study was to explore how inconsistencies in teacher-based referrals describe disproportionality in special education. Through the development of themes from participant responses, the results of the study indicated that teachers had deeply rooted opinions of appropriate classroom behavior and academic achievement. Teachers were more likely to recommend special education services if the student did not align with the teacher&rsquo;s personal experiences of appropriate behavior and academic achievement. In the majority of the sample, teachers recommended that the student be referred for special education services. </p>

<p> Regular education teachers' self-efficacy may be negatively impacted due to a lack of professional development and experience teaching students with Autism Spectrum Disorder (ASD). Research links teacher self-efficacy with increased student academic achievement. The purpose of this study was to examine to what degree training on ASD during and following teacher certification and experience had on overall teacher self-efficacy. This one-shot case study was based upon Bandura's theoretical construct of self-efficacy and secondarily on Tschannen-Moran, Woolfolk Hoy, and Hoy's theory of self-efficacy. The Teachers' Sense of Efficacy Scales (TSES) was used to collect data from regular education teachers with experience teaching students with ASD in 1st through 3rd grades in a Southern California school district. After the data were assessed for accuracy, missing data, and outliers, the analysis was conducted on 36 cases. MANOVAs were conducted to assess differences on overall self-efficacy. Separate ANOVAs were used since the overall self-efficacy and the subscores were highly correlated. Though the sample in this study was small (n = 36) for data analysis, the effect size showed that training experience and grade levels had a moderate to large effect on teacher self-efficacy (.16, .13, .13 respectively). Therefore teacher self-efficacy has a positive impact on student achievement. Implications for positive social change are self-efficacious teachers increase the academic achievement of students with ASD. In this way, such students can become self-sustaining, dynamic members of the work force and community.</p>

<p> It is estimated that there are 1 million paraeducators working directly with children in public and private schools in the U.S. Other titles for paraeducators include teacher aide, teaching assistant, paraprofessional, 1:1, aide, and educational assistant. Responsibilities include instructional support, personal hygiene, motor development, self-help skill development, behavior management, and clerical support. Despite this group's critical presence within schools, little research has been conducted to determine the extent that paraeducators experience job satisfaction, role conflict and role ambiguity. The purpose of this study is to gain an understanding about role conflict from 419 paraeducators working in 12 private special education schools in New York State. Data was collected using Rizzo, House and Lirtzman's Role Conflict and Ambiguity Scale, demographic questions, and an open-ended, narrative item. Multiple regression analysis determined if role ambiguity and/or demographics of age, gender, education, relevant experience, length of time in the position, plans to become a teacher, and status as a certified teacher or teaching assistant were statistically significant predictors of role conflict. Findings include five statistically significant predictor variables: role ambiguity, gender, age range of 50 years and older, experience of 5-9 years working with children who have disabilities, and seniority in one's current position. Qualitative data from 100 of the respondents yielded strong negative sentiment toward remuneration, coupled with strong expressions of commitment, concern, and deep affection for the students. The study concludes with recommendations to decrease role conflict and role ambiguity among paraeducators in private special education schools.</p><p> Keywords: paraeducator, role ambiguity, role conflict, job satisfaction. </p>

Thesis (Ph.D.)--Indiana University, School of Education, 2008. / Title from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3106. Adviser: Gretchen Butera.