Thesis (M.S.)--Duquesne University, 2007. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 92-99) and index.

Thesis (M.Ed.)--University of Hong Kong, 1990. / Includes bibliographical references (leaf 95-108). Also available in print.

It is well known that individuals with disabilities have poor postsecondary outcomes. As a result, state and local education agencies are held accountable for the post-school achievements of their students with disabilities. The purposes of this study were (a) to determine the extent to which the transition components of Individualized Education Program (IEP) documents were compliant with the transition requirements of the Individuals with Disabilities Education Improvement Act of 2004 (IDEIA), (b) to determine the extent to which the transition components of the IEP documents provided evidence of best practices, (c) to determine the effects that disability category and ethnicity had on compliance and practices as evidenced in the transition components of the IEP documents, and (d) to determine the relationship between overall compliance and best practices. The sample for the study included 212 secondary students who had a developmental disability, an emotional disorder, or a learning disability and who were African American, Caucasian, or Hispanic. Several types of analyses were conducted including descriptive, multiple logistic regression, and Spearman's rho correlation. The overall level of compliance was 2.03 (SD = 1.238). The range of possible scores was 0 - 5, with 0 indicating that none of the components of compliance were 100 percent compliant, and 5 indicating that all of the components were 100 percent compliant. The overall level of best practices as evidenced in the IEP documents was 4.89 (SD = 1.569). The range of possible scores was 0 - 8, with 0 indicating that there was no evidence of any of the practices in the IEP document, and 8 indicating that evidence of all the practices was found in the IEP document. A student's disability category and ethnicity were found to be influencing characteristics for increasing or decreasing the probability of an IEP document being compliant and/or having evidence of best practices. A statistically significant correlation of r = .429 was found between the overall levels of compliance and best practices, indicating that as the level of compliance increased, so too did the level of best practices evident in the IEP document.

Thesis (Ph.D.)--University of Wollongong, 2009. / Typescript. Includes bibliographical references: leaf [181]-194.

Thesis (Ph. D.)--Florida State University, 2003. / Advisor: Dr. Bruce M. Menchetti, Florida State University, College of Education, Dept. of Special Education and Rehabilitation Counseling Services. Title and description from dissertation home page (viewed Mar. 02, 2003). Includes bibliographical references.

Thesis (M.S.L.T.)--University of Canterbury, 2009. / Typescript (photocopy). Includes bibliographical references (p. 104-115). Also available via the World Wide Web.

Thesis (M.S.W.)--University of Hong Kong, 1974. / Typewritten.

Thesis (M.S.W.)--University of Hong Kong, 1975. / Typewritten.

Two models for learning disabilities (LD) identification are explicitly allowed in federal regulations: (a) ability-achievement discrepancy and (b) response to intervention. Dissatisfaction with both models has led to calls for a third model, which identifies a pattern of cognitive processing strengths and weaknesses (PSW model) as a marker of LD. However, little empirical research has investigated this proposed model. This study investigated two proposed approaches for implementing a PSW model: (a) the concordance/discordance model (C/DM) and (b) the cross battery assessment (XBA) approach. All 139 participants demonstrated inadequate response to a Tier 2 intervention in sixth or seventh grade. Following Tier 2 intervention, participants completed a comprehensive battery of cognitive and academic tests. I utilized results to empirically categorize each participant as either meeting or not meeting LD criteria according to the two PSW approaches at different academic deficit cut points. Resulting group status was utilized to determine: (a) LD identification rates, (b) agreement between approaches, and (c) the relative academic performance and sociodemographic characteristics of resulting groups. The number of participants that met LD criteria varied widely, dependent upon the approach and deficit cut point (range: 10.8% - 47.5%). More participants met criteria for both approaches at higher deficit cut points. More participants met C/DM criteria than XBA criteria at similar cut points. Agreement between the two approaches was generally low. Kappa ranged from -.04 - .56 when comparing classification decisions across different iterations of the two approaches. Comparisons of groups that met and did not meet C/DM and XBA criteria on external academic and sociodemographic variables were largely null. The results highlight several potential challenges to widespread implementation of a PSW model. Both approaches identified a low percentage of students, raising questions of efficiency. Low agreement is an inevitable result of measurement error and implementation differences between the two approaches. Such variability in classification decisions suggests the models may be incompatible and should be independently validated. Further, the failure to find qualitative differences in academic needs between groups that met and did not meet LD criteria for either approach raises questions about the utility of the identification model. / text

The purpose of this research is to examine the effects of a computer simulation program on the ability of students with LD to: a) communicate mathematically, b) estimate problem solutions, and c) solve applied story problems. Eight students with LD, ranging from 9 to 11 years of age, took part in the study. The students participated in a computer-presented interactive software program, which used contextualized problem solving to target the above skills. A multiple baseline research design was used to examine: (a) improvement, or lack thereof, of student skills in problem solving, estimation, and math communication abilities, (b) interactions among the three targeted components, (c) generalization of skills to more traditional (e. g., paper and pencil/teacher directed) formats, and (d) extended generalization of acquired skills. Implications of these findings are presented as well. / text