Minimal research focuses on females with Asperger Syndrome (AS). Without understanding the experiences of this population, the knowledge and understanding necessary for the development of appropriate diagnosis and supports is unavailable. The purpose of this phenomenological study was to gain insights into the challenges faced by females with AS by describing the central phenomena of their lived experiences from a critical feminist theoretical framework. Four participants were included in the study that explored their lived experiences pertaining to academic, home, personal, and social experiences including their recollections pertaining to these social contexts during elementary, middle, and high school. Data was collected through semi-structured, in-depth interviews, observations, and artifacts. Data were examined for significant statements that aligned to the research focus, and these were then coded into four significant thematic units to inform textual description and synthesis of shared experience. Four significant units emerged including victimization, anxiety, social issues, and age-appropriate interests. The essential conclusion was that female adolescents with AS share common interests, though qualitatively different, with neurotypical peers while continuing to battle internal and external circumstances. Analysis of nonconforming information pointed to the utility of other theoretical models in understanding the AS experience of young females. This research contributes to positive social change by providing a voice to females with AS, lessening their invisibility as a minority within a minority. Contributing such knowledge of the lived experiences of female adolescents with AS can lead to the development of better diagnostic criteria and appropriate supports.

This study involved the inclusion of special needs students in the general education classroom as required by law. The problem centered on general educators' perceptions of their abilities to meet the education needs of included students and their lack of training in special education issues. Research questions studied perceptions general educators had regarding inclusion and whether professional development addressed those concerns, and improved their perception of inclusion. The Concerns Based Adoption Model (CBAM) was the conceptual framework utilized throughout the sequential mixed-methods case study. Quantitative data of teachers' concerns were determined using the Survey of Concerns Questionnaire from the CBAM and the Teachers' Sense of Efficacy Scale; interviews were used to provide clarifying qualitative data. Using mean percentile scores, independent t tests and paired samples t tests, quantitative data showed no statistically significant change in teachers' perceptions of inclusion, yet the qualitative data from interviews showed changes in participants' thought processes about inclusion. Data show a need for further research focusing on the effect of more training over a longer period of time. The study has social change implications in that it shows how the right training for general educators in special needs issues can help move those teachers past resistance of inclusion to acceptance of it, although the change may require multiple training sessions over an extended period of time. As general educators take responsibility for the success of special needs students in their classrooms, they can better assist those students to increase their potential for productivity within society.

Although previous studies have acknowledged the role of teacher training in working with children with special needs, none have investigated the relationship between teacher training and referrals. There is a need to understand the factors that affect K-12 classroom teachers' referrals of twice exceptional (2E) students into gifted programs. Supported by the optimal stimulation theory, the purpose of this quantitative study was to determine if there is a relationship between teacher training and 2E student referrals. The survey method was used to collect data from 102 K-12 teachers in the Ohio school district on their teaching credentials, ranging from no training to being certified to teach gifted children.The teachers read a vignette about a hypothetical student who had an emotional behavior disorder and indicated their decision for referral. Phi and Cramer's V tested the validity of the hypothesis that teachers will make referrals according to their level of training. A binary logistic regression was performed to determine which factors predicted the referral of the hypothetical 2E student described in the vignette and the number of self-reported referrals during the previous year. Teachers who received training in the education and learning of exceptional students beyond the current level of degree for K-12 teachers were significantly more likely to refer 2E students to their school's gifted program. Teachers who received advanced training in working with exceptional students were significantly more likely to have made referrals of 2E students during the previous academic year. The results of this study can initiate positive social change by aiding teacher-educators or leaders in education to make specific recommendations for teacher training in an attempt to respond to the needs of 2E students.

There are a number of evidenced-based practices which aim to improve the social skills of children with high functioning autism (HFA). An emerging field of study is to develop social skills interventions that incorporate restricted and repetitive interests to increase social skills. Their results are promising and suggest improved social skills in students with HFA. The current study has aimed to incorporate a common interest among elementary age children with HFA in social skill instruction within a structured setting. A multiple baseline across behaviors single subject design was used to collect data on the accuracy with which two young males applied social skills within the structured “club” setting. Data were collected by determining whether the students had an opportunity to use the social skill, and whether they used the skill correctly. While the results do not suggest a functional relationships between the participants’ social skill accuracy and the intervention, the data show a positive trend which indicates an overall increase in their social skill accuracy.

Some general education teachers do not have the training, tools, and supports to work with the diverse needs of students with emotional-behavioral disabilities. The purpose of this case study was to develop a deeper understanding of how general education teachers perceive students with emotional-behavioral disabilities to better understand the issues related to effectively work with these students in the classroom. The conceptual framework for this study was Ajzen's theory of planned behavior. Fifteen general education teachers' definitions of an emotional-behavioral disability, perceptions of students with emotional-behavioral disabilities, training and supports by the school districts, and descriptions of classroom interactions were explored. Data analysis of the interviews included QSR NVivo software followed by a secondary analysis of identifying codes and theme. From the results, participants defined emotional-behavioral disabilities as spectrum conditions, displaying externalized and internalized behaviors, and as students who tend to be disruptive and behaviorally challenging in the general education classroom. Participants identified difficulties in building relationships with students. Participants also identified the need for more professional development and administrative support in the classroom. Interactions with students with emotional-behavioral disabilities were identified as challenging and unpredictable. This study may contribute to positive social change by identifying teachers' perceptions of students with emotional-behavioral disabilities, helping teachers to reflect on their perceptions, and identifying needed supports for teachers working with students. Educators and administrators may use the results to make informed decisions about trainings needed for general education teachers working with students with emotional-behavioral disabilities.

Students with disabilities (SWDs) at a combined junior/senior high school in a Midwestern state have opportunities to participate in inclusive education settings. However, they consistently score below proficient on state standardized reading assessments, despite an increased focus on literacy by content area inclusion teachers. Without improved literacy skills, many SWDs will experience a decrease in standardized test scores and graduation rates, which, in turn, will affect access to a college education and better careers and livelihoods. The purpose of this bounded qualitative case study was to explore 7th and 8th grade content area inclusion teachers' attitudes toward and perceptions of literacy, and how they used literacy interventions and strategies in their lessons. Vygotsky's social development and constructivist learning theories, as well as Rumelhart's schema theory were used for the conceptual framework. Eight 7th and 8th grade inclusion teachers who taught science, mathematics, and social studies volunteered and participated in semistructured interviews and provided lesson plans for analysis. Data were analyzed using thematic analysis and axial coding. Themes, based on the conceptual frameworks, revealed that teachers need to coordinate lesson plans and instruction, offer differentiated instruction, and understand research-based interventions and strategies that are subject specific. It is recommended that inclusion teachers use the same research-based literacy strategies correctly for SWDs to understand content. These endeavors may contribute to positive social change by encouraging administrators to offer content specific literacy-based professional development for inclusion teachers to improve SWDs' academic performance and future educational and employment opportunities.

M.Ed. (Educational Management) / In this study, conflict as a management task is placed in the context OT special education and more specifically in the context of the special school. Special education makes provision Tor pupils who have an intellectual disability. They repeatedly find that they have an intellectual shortcoming and a handicap in this area. These pupils are usually pupils with a contrasting lifestyle and experience. a different emotional life and different social adjustment. In spite of their intellectual shortcomings, the intellectually retarded pupils are persons who are able, and who should shoulder responsibility. Such responsibilities must not be hampered by conflict; therefore provision must be made for the handling of conflict in the special school where these pupils are educated. This study endeavours to identity the areas that have such conflict potential. Problems experienced with regard to the pupil the parent the teacher and the principal were investigated and guidelines are proposed which can serve as an aid in the handling of conflict to ensure that intellectually retarded pupils develop their Tull potential in the unfolding of their personalities. Adequate educational management is OT great value For pupils in special schools in order to limit conflict to the minimum. The situation necessitates the management of conflict by means of a team effort initiated by the principal. The principal should be able to inspire and motivate his staff in order to cultivate a positive attitude amongst them. A positive and harmonious relationship between the principal and his staff will lead to an open and healthy educational climate with stimulating working conditions. Such a positive attitude will be transferred by the teacher to the pupil and this will eventually determine the Quality of the education and teaching.

Since leaders of a Central New York school implemented integrated cotaught (ICT) classrooms, no local investigation of ICT has taken place, leaving district administrators without empirical evidence of the value and effectiveness of the ICT services. The purpose of this study was to investigate the association between ICT services and student academic achievement in English language arts (ELA) and mathematics, as measured by the New York State ELA and mathematics assessments for 4th and 5th graders. Vygotsky's paradigm of cognitive development, which states that learners acquire knowledge through collaborative interactions with other students, guided this study because ICT classrooms emphasize social learning for students of all abilities. Research questions were used to determine the differences in ELA and mathematics performance between students with disabilities (SWD) in ICT and non-ICT classroom settings. An analysis of covariance compared math and ELA achievement of 4th and 5th grade classes from the 2008-2009 academic year (AY), 1 year prior to ICT implementation, to 4th and 5th grade classes from the 2009-2010 AY, 1 year after ICT implementation. With a census sample of 103 students, both 4th and 5th grade ICT classes scored significantly higher on the ELA than the non-ICT classes, p = .011 and p = .001, respectively. Also, both 4th and 5th grade ICT classes outperformed their non-ICT counterparts significantly in mathematics, p < .001 and p < .001, respectively. This study contributes to social change by informing administrators, teachers, and the educational community that the provision of special education services (ICT) in general education classrooms is associated with increased academic achievement for SWD.

Abstract Some teachers have negative attitudes toward teaching students with learning disabilities in the regular classroom. The purpose of this quasi-experimental study was to determine the attitudes of regular classroom teachers regarding several aspects of inclusive education (IE), as well as how teacher education, training, and experience contributes to the teachers' attitudes towards IE. The research was guided by Cooper and Fazio's (1984) reformulation of the theory of cognitive dissonance. A sample population of 135 classroom teachers was used. The participants completed the Scale of Teachers' Attitudes toward Inclusive Classrooms survey instrument and a demographic survey, which were analyzed through a MANOVA and MANCOVA. The results indicated that teachers had positive attitudes toward inclusionary teaching practices; however, the teachers also conveyed negative attitudes toward the philosophical aspects of inclusionary teaching practices, and these attitudes differed significantly per level of education and teacher training. The results of this study were used to develop a teacher training curriculum to improve co-teaching strategies, classroom management tips, emergency procedures, and information about learning disabilities. This study will contribute toward positive social change as these attitudes impact the teaching practices and student learning.

Transition education is a required component of the Individuals with Disabilities Education Information Act of 2004, and all students who have disabilities must have a transition education plan to prepare them for life after high school. However, there are no definitive standards for transition programs, and it is unclear how administrators with successful transition education programs support those programs to make them successful. The purpose of this qualitative interview study was to examine how administrators of successful programs perceive transition education programs. Systems theory provided the framework for this study because administrators can impact the entire special education system by acting on their beliefs. The participants were 6 administrators from 2 different schools with successful transition programs. Two interviews with each participant were used to gather data. Data were coded using open coding and analyzed to find emerging themes. Results indicated that administrators at these 2 school sites provided various support to help their programs be successful, including funding and decision-making assistance. The administrators had a positive perception of transition education outcomes, with the belief that such programs are important and needed by students with disabilities. This study contributes to research by indicating that administrators with successful transition programs make the programs' success a priority, working to gain various support for the programs and benefiting the students who need these programs.