This study employed a survey design. 5,000 special education teachers were sampled across the nation to determine their perceptions of knowledge of substance abuse, and instructional and behavioral management skills to address students with disabilities who are abusing substances. The following research questions were addressed: (a) What are special education teachers’ perceptions of substance abuse intake among their students; (b) What are special education teachers’ perceptions of their knowledge of different substance abuse areas; (c) What are special education teachers’ perceptions of their classroom knowledge in addressing instructional and behavioral management issues of special education students abusing substances; (d) Are there differences in the teachers’ perceptions of their substance abuse knowledge and related classroom pedagogy skills across: (i) school levels kindergarten/elementary, middle, high school), (ii) school locations (rural, urban, suburban), and (iii) teacher disability assignment (as determined by their students’ primary disability). Descriptive statistics, one-way analysis of variance (ANOVA) repeated measures, and multivariate analysis of variance (MANOVA) was used to analyze the data. The results revealed that although special educators perceive their students abuse substances, they think it is only by a small percentage of students. Significant differences were noted in the teachers’ perception of knowledge in the six substance abuse areas assessed. Significant differences of the teachers’ perceptions of knowledge were also noted across school locations and teacher disability assignments. Future studies should focus on conducting more extensive research in this limited area of study. / text

Thesis (Ed. D.)--West Virginia University, 2005. / Title from document title page. Document formatted into pages; contains v, 122 p. : ill. Includes abstract. Includes bibliographical references (p. 89-97).

<p><strong>ABSTRACT</strong></p> <p>The majority of native English-speaking students who have difficulties in reading do not have a strong foundation in phonemic awareness skills which causes their overall reading ability to be hindered. Phonemic awareness is the knowledge that words are made up of different sounds and being able to manipulate those sounds in a variety of ways. About 70 to 80% of these students have difficulty recognizing the words on the page (Moats & Tolman, 2019). A master’s degree final project was created to address this reading issue.</p> <p>The master’s project had two major parts. The first part was a survey study on the evaluation of the newly developed reading lesson and assessment materials and the second was the training handbook for teachers working with students with disabilities in reading. The specific purpose of the survey was to obtain teachers’ evaluation of newly developed phonemic awareness lesson materials. The lesson materials that were evaluated by the participants included the Phonological Awareness Screening Test (PAST), reading passages, one and two-syllable word lists, and four example lesson plans.</p> <p>The following questions that guided this survey study were (1) How do the teachers evaluate the phonemic awareness lesson materials in regard to oral reading fluency, accuracy, and decoding of third-grade special education students with disabilities? (2) What lessons and activities are elementary teachers currently implementing for phonemic awareness instruction? (3) How do phonemic awareness lesson materials align with the goal of supporting third-grade special education students’ fluency, accuracy, and decoding skills? The measurement tool used in this study was a Qualtrics survey. The survey consisted of eleven rating scale questions with open-ended questions. The rating scale was a Likert scale (one being strongly disagreed to four being strongly agreed). Each rating scale question had the option for participants to explain the reason for their rating in an open-ended question. The last five questions were open-ended questions seeking teachers’ current practices and recommendations.</p> <p>A total of 22 teachers were recruited from one elementary school in a mid-western state. The results of the survey (N=1) indicated a need for the development of systematically designed phonemic awareness teaching materials for special education teachers and their third-grade students with disabilities. Based on the extensive review of the previously published phonemic awareness materials, this author found there is no comprehensive teacher training guide that includes key information on phonemic awareness, assessments, and intervention materials. A handbook on phonemic awareness instruction was developed to provide a guide for teachers providing reading intervention to students on what phonemic awareness and related literacy components (i.e., fluency, accuracy, and decoding) are, how to assess phonemic awareness needs in students with disabilities, and how to implement direct instruction of phonemic awareness skills to improve student learning. The handbook this author created also included a section on how to prepare an IRB application for teacher candidates/teachers who are interested in conducting IRB-approved studies in their own classrooms in order to fulfill their master’s or doctoral degree requirements. </p>

Thesis (M.A.)--Humboldt State University, 2009. / Includes bibliographical references (leaves 76-84). Also available via Humboldt Digital Scholar.

Doctor of Education / Department of Educational Leadership / Teresa N. Miller / This case study explored multiple teachers’ instructional strategies in several eleventh grade Language Arts classrooms in one successful Midwest school. A “successful” Midwest school was defined as having attained AYP at least three consecutive years. The study focused on the specific instructional strategies and activities used when preparing disadvantaged students for the state reading assessment. The strategies were implemented with disadvantaged students who were difficult to motivate, were slower learners, and were categorized in at least one subgroup. Interviews were conducted with the eleventh grade Language Arts teachers to determine (a) the strategies used when motivating and preparing disadvantaged students for state assessments, (b) the formative practice assessment data used, (c) the instructional changes made based on the formative practice assessment results, (d) the perceived impacts of the preparation process on student improvement, and (e) the recommendations of the eleventh grade Language Arts teachers in preparation for the state reading assessment. Furthermore, this case study explored the perspectives of administrative leaders on the preparation of eleventh grade Language Arts teachers preparing eleventh grade disadvantaged Language Arts students for the state reading assessment. Interviews were conducted with the administrative leaders to determine (a) the resources available in the school district to assist eleventh grade disadvantaged Language Arts students in preparation for the state reading assessment (b) the workshops and conferences that the school district allowed eleventh grade Language Arts teachers to attend in order to increase their understanding of different strategies, and (c) the recommendations of the administrative leaders in preparation for the state reading assessment. Data support that the components of the framework (recognition, memorization, conservation of constancy, classification, spatial orientation, temporal orientation, and metaphorical thinking) were implemented by all of the eleventh grade Language Arts teachers in a variety of ways. The eleventh grade Language Arts teachers also implemented research-based strategies in the classroom to strengthen the framework. The research-based strategies included: structured lessons, relevant curriculum, comprehensive instruction, collaborative learning, strategic tutoring, formative assessment, drill and practice, test-taking strategies, hands-on experience, special privileges, and extra time. Furthermore, the eleventh grade Language Arts teachers administered four formative practice assessments. With the results of these assessments, the eleventh grade Language Arts teachers determined what the eleventh grade disadvantaged Language Arts students understood and what the students did not understand. Based on the formative practice assessment results, the eleventh grade Language Arts teachers changed their strategies and focused on the components in which the eleventh grade disadvantaged Language Arts students were weak.

The two research questions that guided this qualitative, descriptive case study were: 1. What staff development and training occurred since IDEA 1997 and what would be recommended in the future in a selected Virginia school district regarding the discipline problems of students with disabilities. 2. How had one Virginia school district responded, implemented and resolved disciplinary problems (including barriers) as related to IDEA 1997 for specific students with disabilities who were in need of disciplinary measures during the 1999-2000 school year? The seven selected students with disabilities were chosen based on their disciplinary actions as related to five interview guide questions that focused on some new IDEA 1997 disciplinary regulations. Sources came from a review of formal and informal records, interviews, observations, and follow-up based on data analysis. These questions dealt with the disciplinary issues involving: 1. Multiple short-term removals. 2. Change of placements. 3. Interim alternative settings. 4. Removal for more than ten days. 5. Disciplinary change of placement. 6. Discipline whereas a functional assessment and behavioral implementation plans, strategies and supports were reviewed for students with disabilities in need of disciplinary action. Themes, patterns and recommendations were given at the school district and at the state level. Recommendations for further study were made. Within this school district, three surfaced themes as part of lessons learned were noted. These themes were a) the revolving door of homebound placement, b) monitor and compliance issues, and c) documentation concerns for students with disabilities as mandated by IDEA 1997. Ten patterns were noted as related to the seven students with disabilities due to their disciplinary actions. All seven students with disabilities had a long history of special education placements, attendance problems and were recommended for counseling. Six of these student's parents were minimally involved with their child's progress. Six of these students were drug involved. Positive interventions, strategies and supports were utilized for five of these students when receiving disciplinary consequences. Five of these students with disabilities had other difficult family issues. Four of these students with disabilities were court involved while one student was involved with the community services board. Three students had work experiences and three students had low to average intelligence. Other noteworthy considerations involving climate and culture, money and safety were discussed. / Ed. D.

At the time of this study, there is intensified awareness of the importance of special education and the appropriate implementation of supports and services for the students identified as having special needs. In the United States, understanding special education laws, the needs of students with special needs who are served in the school building, and effective ways to interact with staff members and families about special education are important components of principal leadership success. Principal supervisors and others who provide training and ongoing professional development for principals and potential school leaders need to understand more about issues principals face in these expanding roles. This phenomenological study was conducted to explore the lived experiences of principals regarding their experiences and perceptions related to their levels of preparation for special education leadership. The conceptual framework based upon Bandura's social learning theory presented the principal as the role model for teachers and the leader in building relationships with families and supporting student success. Ten principals from K-12 schools were interviewed in person and on the phone. A priori and open coding were used to support interpretive analysis. Principals reported three main areas of concern related to their expanded role: knowing how to work with parents, responding to citations their district received due to not following laws, and learning how to handle challenging situations better. These results suggest that having more preparation and continuing training in the area of special education might contribute to principals' greater understanding of best practices, policies, and procedures.