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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
31

The Integration of Children with Handicapping Conditions into the Mainstream of the Elementary School System

DiFrancesco, Philip J. January 1985 (has links)
<p>This project discusses a major issue in the educational system of the Province of Ontario in the 1980' s. With the full implementation of Bill 82 in September of 1985, school boards across the province will be forced once again to determine how the needs of children with handicapping conditions ought best be met. Should they be mainstreamed with their chronological peers in neighbourhood schools or should they attend special schools where all ancillary services are provided? The purpose of this paper is to examine this integration/segregation debate. The first two chapters provide the reader with a historical overview of the issue as well as with a description and critical analysis of the early efficacy studies that have been used as justification for the choice of one type of administrative arrangement over another. Chapter three outlines more contemporary arguments and research in support of the mainstreaming position. It also describes the philosophy, strategies and tec110iques of a local school board that has been mainstreaming children with handicapping conditions since the late 1960's. The final chapter outlines two evaluative techniques that can be used to asses the effectiveness of integration segregation as educational models. Further, a proposal for future research is described in which both of these evaluative techniques would be employed.</p> / Master of Arts in Teaching (MAT)
32

Educational Predictors for Postsecondary Living Status

Cain, Irina 01 January 2017 (has links)
This study was performed as the result of gaps in the literature in the area of transition to independent living (IL) using secondary data from the National Longitudinal Transition Study 2 (NLTS-2). Its findings identify individual, skills, family, and school factors that predict postsecondary living status and moderators of the relationships between predictors and the outcome. Specifically, results indicated the following factors as predicting postsecondary living status: individual factors (ethnicity and disability label), skills (self-care, functional mental, personal autonomy, self-realization, and social), family factors (parental expectations and parental involvement in school), and school factors (student’s role in transition planning and having IL as the primary IEP goal). The following factors also emerged as moderators: ethnicity, disability label, mental skills, social skills, personal autonomy, and having IL as the primary goal. Performing analyses on secondary data, although providing the advantage of large numbers of participants, also result in limitations that were considered when making recommendations. Future research should investigate the accuracy of findings regarding skills predictors, and probe for better understanding of decision making during transition planning and participants’ experiences. Policy should include transition planning specifically for IL and postsecondary follow-up for this outcome, while practice should focus on incorporating planning for IL during transition planning, addressing cultural diversity in transition, and helping parents develop high and realistic expectations for their children.
33

Parents' Perceptions Regarding the Special Education Classification of Other Health Impairment (OHI)

Norman, Michael C 16 December 2016 (has links)
Students identified by the special education classification Other Health Impairment (OHI) represent the third largest group of students receiving special education services in the United States. The special education services offered these students include both academic and health related supports. The delivery of these services is enhanced when a partnership exits between the primary stakeholders; the student, parents, the school personnel, and the medical personnel. The use of Family Centered Care principles in the delivery of these services supports and maintains the partnership. Following the qualitative analysis of a series of interviews of parents whose children were classified as OHI, descriptive and inferential themes were derived from the interview data. These themes are discussed relative to the parents’ belief that the classification provided; access to appropriate special education and school-based health care allowing their children to achieve their maximum potential, parental satisfaction with the special education and school-based health care services provided, and the use of Family-Centered Care principles. Key Words: special education, health impairment, OHI, family
34

A Guide for Mainstreaming the Emotionally Disturbed Child into the Regular Classroom

Clifton, Rosemary 01 January 1979 (has links)
The emotionally disturbed child has a definite place in the normal classroom setting. It is the purpose of this project to help the classroom teacher determine the place in the classroom for the disturbed child and to help the child to learn effectively. This learning should include not only the academic areas, but also the mental or emotional areas. This project will attempt to present proven strategies to aid in this learning situation.
35

A Study Using the Initial Teaching Alphabet as a Remedial Technique for Ninth Grade Students with Learning Disabilities

Conner, Jeanette 01 December 1985 (has links)
The reading achievement of two groups of ninth grade students with learning disabilities was compared using the standard scores on the Reading subtest of the Wide Range Achievement Test (WRAT) as the pre- and posttest measurement to determine gain in reading achievement. The experimental group used only curriculum materials written in the Initial Teaching Alphabet (ITA). The control group used curriculum materials written in traditional orthography provided for students with learning disabilities by a rural Kentucky School District. At the end of an 80-day period, the standard scores on the Reading subtest of the WRAT were compared using a t-test, multiple regression equation, Mann-Whitney U Test, and a sign test. The statistical analyses of the convergent findings of these tests indicated that the experimental group made significant gains in reading achievement while the reading achievement of the control group regressed. In addition to gains indicated by statistical analysis, observations indicated the experimental group had also made gains in self-confidence and motivation. The members of the control group appeared to become lackadaisical in their attitude and motivation by the end of the investigation.
36

THE EFFECTS OF COMPUTER-ASSISTED INSTRUCTION ON THE MATHEMATICS ACHIEVEMENT OF STUDENTS WITH EMOTIONAL AND BEHAVIORAL DISORDERS

Williams, Kenya 01 January 2015 (has links)
Mathematics is essential in everyday life activities and most educational opportunities and careers require mathematical knowledge, thus it is vital that students with emotional and behavioral disorders (EBD) receive sufficient instruction that leads to proficiency in the subject. Performing poorly in mathematics can result in dire future outcomes. This is particularly true for students with EBD, who already experience significant difficulties throughout and after their educational career. While studies have documented the academic and behavioral problems of students with EBD, not until recently have studies begun to concentrate on academic interventions that may aid in preventing some of the academic challenges these students face. It is of great importance that researchers continue to identify effective and efficient strategies of providing academic instruction, particularly in mathematics, to students with EBD. The current study examined the extent to which a technology-based intervention was effective in math instruction for students with EBD. In addition, to address the social/behavioral issues typically prevalent in students with EBD, students’ task engagement was also examined and a social validity survey was used to examine their attitudes toward mathematics and technology-based instruction. A single-subject multiple-probe design across six participants was selected for this study. The computer-assisted instruction (CAI) intervention, I CAN Learn computer software program, was implemented in a high school mathematics classroom. The overall results of the study indicated that the intervention improved the adolescents’ mathematics achievement, but findings revealed that the intervention was more effective with some participants than others. In addition, results indicated that the intervention may not be associated with the participants’ task engagement. The study’s social validity survey showed that the participants had varying attitudes toward mathematics and CAI at the end of the study.
37

Perceptions of Educational Equality in Tennessee: A Comparison of City School Systems vs. County School Systems in Northeast Tennessee.

Harrison, Timothy Wade 15 December 2007 (has links)
The majority of city and county school systems throughout Tennessee and the United States at one time or another experience a budget crisis. In the state of Tennessee, school systems are funded through the Basic Education Program, established in 1992 as part of the Tennessee Education Improvement Act. The lawsuit of 1988, Tennessee Small School Systems v. McWherter, created the Basic Education Program. Through the years, the Basic Education Program has provided extra teaching positions, materials, and supplies and has provided the funding formula for school systems throughout the state. Many high-ranking administrators contend that the Basic Education Program has outlasted its time. School administrators from both city and county school systems indicate the program needs to be restructured to meet the current needs of the schools and students throughout the state of Tennessee. The purpose of this mixed-method study was to explore the perceptions of educational equality and the advantages/disadvantages of the Basic Education Program. Through quantitative data, city and county school systems were compared for per-pupil spending, average teacher salary, and student achievement in the advanced proficient category for math and reading/language. These data were collected from the Tennessee Department of Education website and the Tennessee Education Association website. Qualitative data were collected through interviews with high-ranking administrators from city and county school systems in Northeast Tennessee. These administrators were purposively selected from systems containing both city and county schools. The findings of this study demonstrated that city school systems have higher per-pupil spending and higher teacher salaries than county systems. City school systems have higher student achievement levels in the advanced proficient category than county school systems. Interview participants agree that educational equity does not exist between city and county school systems in the state of Tennessee. The participants in this study express that although the Basic Education Program in Tennessee was effective, at one time, it should be restructured or redefined to meet the current needs of all students in the state of Tennessee.
38

A Comparison of Inclusion and Pullout Programs on Student Achievement for Students with Disabilities

Hurt, James Matthew 15 December 2012 (has links)
Students with disabilities have traditionally achieved to a lesser degree than have their nondisabled peers. Since the 1950s the federal government has enacted laws to provide free, appropriate public education to students with disabilities. In the first decade of the 21st Century the government has produced legislation requiring schools to be responsible for improving instruction for students with disabilities. One of the major trends in accomplishing this task is a move toward inclusive education. This study determined the relationships of assessment type (Standards of Learning (SOL) assessments versus Virginia Grade Level Alternative (VGLA) assessments) and models of service delivery (general education inclusion classes versus special education pullout classes) for students with disabilities in grades 3 through 8 on student achievement in 4 counties in Southwest Virginia. Similar studies have been conducted with varying results noted. The review of the literature includes 18 studies that compared the achievement of students with disabilities who were instructed in the general education classroom with the achievement of students with disabilities who were instructed in the special education classroom. Significant differences were noted in 11 of the reviewed studies. The data were analyzed using chi-square analysis and pairwise comparisons. The findings indicate that there is a relationship between instructional delivery method (inclusion or pullout) and proficiency in reading and math. Students who were educated in the inclusion classrooms tended to have a higher incidence of pass proficient ratings and students in the pullout classrooms tended to have a higher incidence of pass advanced ratings. The findings also indicate that there is a relationship between assessment method (SOL assessment or VGLA) and proficiency in reading and math. Students who were assessed via the SOL assessment tended to have a higher incidence of pass proficient ratings and students who were assessed via the VGLA assessment tended to have a higher incidence of pass advanced ratings.
39

Teaching Students with Special Needs in General Education Classrooms

Lewis, Rena B., Wheeler, John J., Carter, Stacy L. 01 January 2017 (has links)
Current knowledge, strategies, and instructional approaches designed to understand and meet the learning needs of all students in general education settings are addressed in this current, research-based resource. Teaching Students with Special Needs in General Education Classroom gives teacher candidates the knowledge and skills they need to work effectively with the broad array of learning needs found in today’s classrooms. Included is specific information about students with special needs, including students with various disabilities, students identified as gifted and talented, culturally diverse students, and students who are English learners. The book details state-of-the-art practices, like response to intervention (RTI), to help readers develop essential professional knowledge and skills of today’s educators. Part I. Introduction to inclusive classrooms -- part II. Skills for the general education teacher -- part III. Strategies for teaching students with disabilities -- Glossary -- References -- Indexes. / https://dc.etsu.edu/etsu_books/1119/thumbnail.jpg
40

Impact of a Technology Based Intervention Package on the Inappropriate Behavior of a Child with Severe Disability

Alshehri, Amani 01 December 2017 (has links)
One useful strategy to support students with intellectual and developmental disability (IDD) to promote appropriate behaviors across environments and gain the social skills is using social stories. In addition, experts have recognized iPads and apps were associated with less challenging behavior and more academic engagement over traditional materials (Lee, Lang, Davenport, Moore, Rispoli, Meer, & Chung, 2013). The focus this study was to examine the effectiveness of an intervention package featuring social stories delivered via an iPad and simultaneous prompting on frequency of targeted challenging behavior and comprehension of the social story of a student with IDD. A single-subject multiple probe across behaviors (Kennedy, 2005) design was used to investigate the effectiveness of this intervention on the student's ability to correctly match pictures to steps in social stories as well as the targeted challenging behaviors. The results, future research, and the limitations of the study are discussed.

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