The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to special education services in open-enrollment charter schools. The schools in this study provided special education services with an inclusion model for the first two years. In their first years of operation, charter schools face challenges of small budgets, few if any special education students, and difficulty finding special education teachers and other staff. In the third year and beyond, the schools were able to add special education services and staff and were more stable in terms of budget and operations. For the time period analyzed, special education costs exceeded special education funding. Compliance with special education regulations was relatively high as services were provided to students with mild disabilities with a high commitment to individualized instruction.

Since the passage of the Education for All Handicapped Children Act in 1975, a number of common problems have emerged. Primarily they involve the difficulties both experienced and created by public schools attempting to fulfill the federal mandate to provide students with disabilities an appropriate public education. The purpose of this study is to examine the process of inclusion as implemented by teachers of students with learning disabilities. This study is a qualitative research project. A grounded theory approach, used to derive constructs and laws directly from the immediate data collected, rather than from prior research and theory was utilized. Three regular classroom teachers were selected for detailed investigation. The investigation focused on the usability of the Individualized Education Plans (IEP) and how well the regular education teacher implemented the interventions and accommodations specified in the IEP for students with learning disabilities in their class. To enhance the validity and generalizability of the findings, several methods of data collection were used: researching student files, interviews and observations. Upon analysis of the data, various themes emerged. The themes were grouped into three areas of focus: general classroom teachers, the IEP, and administrative focus. The data obtained in this study are characteristic of previous research findings; teachers typically provide whole-class, undifferentiated instruction and offer minimal adaptations for students with learning disabilities, the IEPs consistently lack usability and the language used in the IEP is confusing. This study indicates that focusing on the IEP itself can make a significant impact. By specifically defining terms used in the IEP and by soliciting the input from previous teachers to document specific teaching strategies for a student with a learning disability the IEP will evolve into a tool to be used by subsequent teachers. It is not a sufficient strategy simply to return students with disabilities to unchanged mainstream programs. Teacher education programs need to focus on the increasing diversity of the student population and emphasize techniques in modifying and differentiating curriculum. The regular school programs need to be re-created so that they can meet more effectively the diverse and individual needs of all students. / Graduation date: 2002

M. Tech. Professional practice in Information Technology / Students with disabilities in South African higher institutions are facing debilitating quandaries, including physical, emotional and physiological degradation. As a result, empowering students with disabilities in South Africa to realize their self-esteem, as well as to enhance their skills and employability, represents an interesting and challenging task to South African government, industry, interest groups and individuals worldwide. The purpose of this research was to determine the impact of Assistive Technology on disabilities students studying at South African Higher Institutions, from a student's perspective.

The purpose of this exploratory study was to look at the perceptions of Indiana’s special and general education administrators and teachers regarding service delivery and instructional models used with secondary students with emotional disabilities (ED) and the transitional outcomes for this population of students. Study participants were provided an electronic survey using Ball State’s inQsit software program. Demographic data (i.e. age, gender, and ethnicity) were collected along with school size and educational roundtable location. Study participants were asked to report which service delivery (placement) and instructional (personnel) models were currently being used with their students with ED and also what transitional outcome (i.e. graduating with a diploma) best summarized their students with emotional disabilities. Respondents rated the effectiveness of current placements and personnel used with their students using a Likert-type scale. The study found that administrators and teachers regardless of specialty area perceived their students with ED being educated in the regular classroom or resource room. They also indicated this service delivery model was effective. In regards to personnel, the teacher with paraprofessional support was still reported as the dominant choice for instructional model and was perceived as being effective. Respondents also reported that their students with ED were leaving school with a diploma or certificate of completion. However, over 15% of respondents indicated their students with ED were dropping out of school. The study recommended follow up research to investigate current curriculums used to provide instruction to students with emotional disabilities. Survey participant size (n=245) was considered too small to make generalizations, but the study provides useful insight into potential future research. / Department of Special Education

For physically challenged students, inequalities in further education begin with inequalities that have shaped the whole schooling system in South Africa. The limited provision that exists for physically challenged students at further education and training colleges in KwaZulu-Natal Province, especially black physically challenged students, means that for these students there is a very high level of exclusion from the education system. Many students with physical challenges still need an ally even in their basic accommodation. The focus of this research was on exploring challenges experienced by physically challenged students at “Mango” (pseudonym) Further Education and Training College in KwaZulu-Natal Province. That investigation was conducted in terms of the availability of resources for physically challenged students at Further Education and Training Colleges, the use of learner support services, accessibility of buildings for these students and the roles played by parents of physically challenged students at Further Education and Training Colleges in KwaZulu-Natal Province. This study was therefore designed to explore not only the challenges experienced by physically challenged students at Mango FET College in KwaZulu-Natal Province, but also their experiences and responses to such challenges. This research study was conducted with students who were physically challenged and their lecturers from Mango FET College in KwaZulu-Natal Province. The sample of the population included six participants who were physically challenged students and four participants who were lecturers teaching physically challenged students at Mango FET College. Furthermore, participants comprised both females and males who were doing different levels at the college, i.e. NQF level two, NQF level three and NQF level four students. The research study sought to explore the challenges experienced by such physically challenged students at Mango FET College in KwaZulu-Natal Province in order for the college to meet these students’ academic needs. Observations and semi-structured interviews were the main data-collection tools used in the study. Results from the current research study indicated that inaccessibility of buildings, lack of resources for physically challenged students, inadequate support from student support services and the college represented major barriers to the success of the physically challenged students at Mango FET College in KwaZulu-Natal Province. Moreover, although student support services are available, the entire college population, students and staff alike, should all be responsible for creating an inclusive environment where students with physical challenges can experience a sense of community and attitudes of embracing diversity and accommodating differences. The responsibility thus lies with all relevant role players of Mango FET College in KwaZulu-Natal Province who must work together to overcome social and academic barriers; to accommodate physically challenged students properly, provide them with accessible buildings, encourage parents to assist physically challenged students, endeavour to meet their academic, social and emotional needs and assist them to develop academically. In future, progress can be made through the increased coordination of student support services, building accessible buildings with ramps for physically challenged students, and providing adequate resources for these students. / Inclusive Education / M. Ed. (Inclusive Education)

The purpose of this study was to examine concepts of "inclusion" held by policy drivers (PD), policy makers (PM) and policy implementers (PI) from various national organizations, state agencies and school districts. Interviews were conducted with 14 informants, and responses recorded, transcribed and clustered according to patterns of language. Documents provided by informants were reviewed. A Likert-type questionnaire was developed, grounded in patterns of language used in interviews and documents. Descriptive and inferential statistics identified variance between and within groups. Of 430 questionnaires sent, 266 were returned. Factor analysis of 29 items yielded 5 factors (definition of inclusion, training and support, receptivity, benefits/barriers, and prerequisites). One way analysis of variance, tests for homogeneity and multiple range tests were performed. Patterns of understanding of inclusion were clarified, and interpretations and conclusions were drawn. Significant variance was found among PD, PM, and PI on 3 of 5 factors (benefits/barriers, prerequisites, receptivity) with the greatest variance being between PD and PI. The most significant variance among 8 school districts occurred with factor 1 (benefits/barriers of inclusion). Informants' degree of support for inclusion was frequently not reflective of the organizations they represented. All groups associated inclusion with attitudes and beliefs, rather than with actions or programs. By describing patterns of definitions and critical attributes of inclusion, the development and implementation of educational policy relating to students with disabilities may be facilitated. Observed variations in how inclusion is philosophically and operationally defined may play a critical role in the implementation of inclusionary practices. The language used by informants reflects barriers to successful implementation of inclusion, as well as possible solutions. Variance between policy drivers, policy makers and policy implementers, as well as between individuals and their respective organizations may have implications for the evolution and development of educational policy.

Thesis (M. Tech.) - Central University of Technology, Free State, 2008 / This study investigates how primary school educators in Manyatseng construct their meaning of their perceptions towards the inclusion of learners with disabilities in their mainstream classrooms. To arrive at the findings, the researcher used qualitative study to conduct the research. Literature was also reviewed to find out what the previous findings in other countries are with regard to the above mentioned research question. The Free Attitude Interview was also employed to obtain information concerning ideas, opinions, feelings and experiences of the four selected respondents. Grounded on the above findings and conclusions, the study recommends that efforts should not be spared to enable educators to adapt positive meaning making strategies. These strategies may be accompanied by enhanced positive feelings about their capability which may in turn also impact positively on their perception. The research further argues that this goal may be achieved through in service training, support services and empowerment, therefore further research needs to be conducted that will elaborate clearly, what the implications of perceptions in education are in teaching and learning, what are the most effective means of transferring strategies of meaning construction to educators with negative perception, how to strengthen and further sustain the positive meaning making strategies among educators who perception, how to strengthen and further sustain the positive meaning making strategies among educators perceive inclusion positively. Recommendations relating to educator empowerment through training and support are made as well as suggestions for further relevant research based on the concept generated in this research.

Learners with disabilities do not only incur various challenges in their learning encounters, but their presence also places many demands on Institutions of Higher Education (IHE). The purpose of this study was to investigate the challenges and needs of learners with disabilities in an inclusive IHE and to use the findings to develop guidelines that will promote their accommodation in the learning environment. The study employed a descriptive cross-sectional quantitative design where self-administered questionnaires were used to collect data. A total of 67 learners from different disability categories participated in the study. Data were analysed using the Statistical Package for the Social Sciences (SPSS) version 19. Among the participants 50.7% were males, 41.8% were mobility impaired and 29.9% were visually impaired. While almost two-thirds (64.2%) of the participants indicated that they were born with the condition, 27.3% said they required regular medical attention and 9.0% indicated they needed assistance in performing their daily routine work. With regard to challenges facing the participants, 64.1% said lecturers were not flexible in their teaching methods, and 68.8% said lecturers did not make follow-ups on them when they failed to cope academically. Among this group of learners almost 3 in 4 (74.6%) participants repeated their courses at least once. In addition, whilst 43.8% indicated that the physical environment constituted a great barrier to their learning, 53.8% said they were vulnerable to abuses and dangers. The participants rated sanitation and extra-curricular programmes as the poorest. The study established that there were significant (p=0.007) relationship between blindness status and failure rate, and also between type of secondary school (special or regular) attended and the ability to cope with the demands of tertiary education (p=0.004). These findings suggest that there are a number of challenges that tend to exclude and marginalise learners with disabilities in IHEs. The study, therefore, recommended that the Department of Higher Education and Training (DoHET) must make it mandatory for all IHEs to develop and implement inclusive institutional policies that will remove academic and social barriers in IHEs in line with the Social Model of Disability. / Health Studies / D. Litt. et Phil. (Health Studies)

The purpose of this dissertation was to add to the literature on the school choice debate and educational voucher programs through an analysis of Florida’s John M. McKay Scholarship Program for Students with Disabilities. This dissertation looked at the major aspects of school choice theory, parental satisfaction, and reasoning for choice. A theoretical framework for analyzing school choice programs was put forth in this dissertation through an analysis of the over-arching dynamical elements that have shaped the administrative and political arguments for and against these programs. A comprehensive review of the literature on school choice comprised a substantial part of this study due to the need for citizens to better comprehend the origins and evolution of school choice planning and programming. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2015 / FAU Electronic Theses and Dissertations Collection

The purpose of this study was to explore the current practices used by secondary educators (special education teachers and guidance counselors) and stand alone career and technical education (CTE) center teachers when working with students with disabilities from home high schools participating in secondary CTE programming. In addition, this study looked at the perceptions that each educational system (high school and secondary CTE) had in regards to need and responsibility when working with these shared students. Participants for this study included CTE teachers and administrators from stand alone CTE centers in the state of Indiana and secondary special education teachers and guidance counselors from high schools feeding into those centers. Study participants were provided a paper/pencil survey and asked to respond to survey questions using both Likert-type scale and forced choice questions. Demographic data were gathered that included gender, age, position, years in position, years in education, and current classroom/service delivery setting. Participants were asked to rate statements regarding the level and types of communication and collaboration that were taking place between CTE teachers and their respective high schools (special education teachers and guidance counselors). The study found that there was inconsistency in the methods that were used to share information about students with disabilities and who was responsible for providing that information. A relatively high percentage of respondents did not have any knowledge about how information was shared. The study also found that many respondents (CTE and secondary educators) did not feel regular communication took place between the two systems in regards to students with disabilities. Overall, this study found that the responses provided by CTE and secondary education (special education teachers and guidance counselors) were varied based upon respondents personal involvement or responsibility. Recommendations are made for both local and state follow-up to investigate how CTE and special education are communicating and collaborating on behalf of students with disabilities. Further research is needed in order to establish and implement more consistent practice and process related to communication and collaboration between CTE and high school personnel (special education). This study was exploratory, designed with a targeted sample (n = 131) that provides important results and useful insight that can be instructive for further conversation and research. / Department of Special Education