Inclusion classrooms were introduced in the United States in 1990 when the Individuals with Disabilities Education Act required that special education students be instructed in a general education setting. Ensuing changes in instructional formats have caused role confusion for special and general education teachers, resulted in mixed attitudes toward teacher responsibilities, and lowered teachers' sense of efficacy about being able to teach their students. Guided by Deci and Ryan's self-determination theory, this bounded case study design in a rural elementary school in a southeastern state was used to understand the perceptions of general and special educators regarding their work in inclusive co teaching environments and how their perceptions influenced teaching methods and student learning in the inclusion classroom. Data collection consisted of interviews and observations with a purposeful sample of 8 general and 3 special education teachers, grades 3-5, who had participated in co-teaching during the past 2 years. Data were coded and 6 themes were found. Themes that emerged included teachers' needs for collaboration, shared responsibilities, common planning time, and professional development. Other themes involved understandings of teacher attitudes toward co teaching, the components of student success, and the basis for administrative decisions. A professional development project based on the findings was designed to address needs, attitudes, and understandings of special and general education teachers in inclusive classroom settings. This project may foster positive social change by providing a vehicle to assist general education and special education teachers so that they can work together with confidence and cooperation to enhance learning for all students, regardless of their abilities.

In the southwest region of Tennessee, a local Head Start program classroom assessment scoring system's (CLASS) scores fell in the lowest 10% among national Head Start programs in emotional and instructional support. Since 2012, the Office of Head Start has released reports showing that the average Head Start program has low performance CLASS emotional and instructional support scores. The purpose of this exploratory case study was to investigate the professional development of local Head Start teachers with low CLASS scores in emotional and instructional support. Knowles's adult learning theory of andragogy was the overall conceptual framework and the concentrated theory of this study was Mezirow's transformative learning theory. The key research question focused on how the professional development of Head Start teachers contributed to successful CLASS scores in emotional and instructional support as perceived by Head Start education specialists and teachers. Data collection methods included observations, previous CLASS scores, 2 focus group interviews of 5 teachers, and 1 focus group interview of 4 education specialists. NVivo 10 was used in detecting trends, ideas, and displaying connections from which the themes of coaching, mentoring, individual learning plans, and observations emerged. Findings showed that although viable professional development strategies were used, learning transfer activities were unsubstantiated. A professional development program was created to increase learning transfer into the classroom. An implication for positive social change could result in achieving maximum emotional and instructional CLASS scores in the Head Start community, providing the highest quality of services recognized by the Head Start Office.

Recent legislative actions requiring schools in the local school system to increase the percentage of students served in the inclusion classroom has led to teachers having difficulty in implementing inclusion best practices. Using Vygotsky's social theory, the purpose of this case study was to examine teachers' understanding, knowledge, and perceptions of inclusive teaching strategies. The research questions were used to explore the teachers' understanding of inclusion, perceived effectiveness of strategies, and the resources that teachers feel are necessary to implement inclusion strategies. A purposeful sample of 10 teachers currently teaching in an inclusion setting were interviewed face-to-face using semistructured questions. The interview transcripts were coded for common themes. Some of the themes included a lack of training and a need for a better understanding of coteaching roles. Findings indicate that the teachers believe inclusion to be worthwhile, but challenging. The findings also indicate a need for more professional development and training on inclusion strategies. Using the findings, a 3-day professional course was designed to address the teachers' needs. This study will provide administrators with a greater understanding of the professional learning needs of the teachers. It has the potential to bring about positive social change in many ways, including better-prepared teachers, leading to more effective teaching practices and greater self-efficacy. Also, this project has the potential to reap many benefits for the county's students with disabilities population, by providing them with more suitable educational opportunities.

An increasing number of infants are diagnosed with neonatal abstinence syndrome (NAS) as a result of prenatal opioid exposure. Early intervention services are recommended for this population of children and families to mitigate developmental delays associated with NAS. The effectiveness of early intervention is dependent on the ability of interventionists who deliver these services. The purpose of this qualitative case study was to explore early interventionists' perspectives of self-efficacy when working with infants diagnosed with NAS and their families. Bandura's self-efficacy theory and Rotter's concept of locus of control provided the conceptual framework for this study. The study's guiding research questions focused on early interventionists' self-efficacy beliefs and factors that may affect those beliefs in their work with infants diagnosed with NAS and their families. Data were collected via semistructured interviews with 8 interventionists. Themes emerged from both in vivo and a priori coding pertaining to interventionists' self-efficacy beliefs working with the NAS population. Most interventionists in this study reported feeling highly efficacious in their work with infants with NAS and their families despite a lack of applicable educational and professional preparation. Interventionists attributed their professional efficacy to their own self-study, experience, and motivation to learn. Interventionists agreed that training specific to their work with NAS may improve their ability and self-efficacy in their work with infants with NAS and their families. Targeted training to increase interventionists' self-efficacy in their work with infants diagnosed with NAS and their families may result in increased effectiveness of intervention services and lead to lifelong positive outcomes for these vulnerable children.

A Southeastern school district was in the initial phases of a response to intervention (RtI) model using 3 tiers of intervention prior to students being identified for participation in special education. General education classroom teachers were responsible for all Tier I interventions by differentiating the core curriculum. However, teachers received little to no specific training related to implementation, progress monitoring, and data analysis of these differentiated interventions. This case study examined teachers' perceptions of the current implementation of RtI in one elementary school and their perceptions of professional support needed to implement, assess, and analyze RtI data. This qualitative research project study used constructivism as the theoretical framework. The research questions centered on teacher perceptions of how the implementation of the RtI model impacted teacher efficacy in meeting the needs of students and to what extent teachers at the school felt prepared to implement Tier I interventions as they were intended. The purpose of the study was to identify gaps in practice and teacher perceptions of the effectiveness of Tier I intervention. Data collected from questionnaires and individual interviews were analyzed using open coding. Themes and concepts that emerged related to Tier 1 were the use of data, instruction, support, analysis, and differentiation. These findings led to the development of 3 specific trainings to provide educators with more knowledge about Tier I implementation and data-driven decisions in the RtI process at the school. Because it may strengthen the implementation and effectiveness of Tier I level interventions in the general education classroom, the project has the potential to decrease the number of students referred for special education evaluation and placement.

The purpose of this correlational study, which took place in a Central Florida school district, was to investigate the relationship between the quality of the early childhood education (ECE) programs and students' kindergarten readiness scores. Vygotsky's sociocultural theory, which states that a child's environment, culture, and language are related to academic and social development, was the theoretical framework for this study. Many ECE centers have been rated using the Early Childhood Environment Rating Scale (ECERS). Additionally, some children in those centers have been rated for kindergarten readiness using the Florida Kindergarten Readiness Screener (FLKRS) developed by the Florida Department of Education (FLDOE). The sample included 55 ECE centers that had an ECERS rating with students who had FLKRS scores. This study addressed whether FLKRS scores were positively correlated with ECERS ratings. Data were analyzed using the Pearson product moment correlation. Results indicated a positive and significant correlation between ECERS ratings and FLKRS scores. A white paper was prepared to raise awareness regarding the availability of quality ECE centers to young learners. Implications for social change include an increased number of quality ECE programs in local neighborhoods as well as increased awareness of the importance of an environmental rating scale to monitor program quality.

Even with extensive literacy research, routines, and policy modifications, many elementary students are not provided with the needed tools to develop independent literacy skills. Therefore, the purpose of this qualitative case study was to examine what independent literacy behaviors are developing in first through fourth grade students to determine whether the Daily 5 framework is developing the desired independent literacy skills in those students. Based on Vygotsky's social development theory, the Daily 5 literacy routine teaches students five essential habits to develop independent literacy abilities across various grade levels. This qualitative study's research questions were developed to examine what independent literacy behaviors have been observed by teachers and how student learning is reflected based on Vygotsky's zone of proximal development. The study included nine participants comprised of teachers and parents of students at the study site. The data collected through open-ended interviews, email questionnaires, lesson plans from teachers, and documentation were then coded using Atlas.ti. Emergent themes were identified through data analysis, and the findings were validated through member checking, triangulation, and researcher reflexivity. The findings revealed that while some independent literacy behaviors are reported, additional support is still needed. The findings led to the development of a professional development project centered on literacy professional development activities that build collaboration. This study and project facilitates positive social change by defining how the Daily 5 routine is promoting independent literacy skills at the research site, which builds communities of readers and positive reading experiences that circulate within the school and home.

Many early childhood learners enter kindergarten not academically and social-emotionally prepared. This qualitative study explored teachers' perceptions of what constitutes high-quality learning concerning kindergarten readiness and parents' understanding and support of kindergarten readiness. The conceptual framework is based on recent studies by early childhood researchers on how and what early learners should experience during their pre-k years. The research questions focused on teachers' understanding of structural quality and process quality, kindergarten readiness, and age- appropriate curriculum. In addition, parents' understanding of kindergarten readiness and what types of learning opportunities they offer their children were examined. Through purposeful sampling, 16 teachers and 17 parents were interviewed from an early childhood site. Interview data were analyzed using a thematic analysis. The data were analyzed by coding and observing for recurrent categories and themes. Key findings indicated that teachers demonstrated a lack of understanding of structural quality and process quality and believed that the current curriculum is outdated and should be replaced to significantly impact student learning. Parents perceived that academics were far more important than social-emotional development and that affording their children learning opportunities outside of school was important. As a result of this study, a professional development program was developed for teachers intended to enhance their instructional practices in preparing early learners towards kindergarten success. Parents will also receive training from teachers to support social-emotional learning opportunities. The training could enable both teachers and parents to better support the cognitive and social-emotional growth of children.

Children with Autism Spectrum Disorder (ASD) are known to experience performance and participation challenges, with early diagnosis being critical for improved outcomes. Children from ethnic minority backgrounds tend to receive their diagnoses later, even when symptomatology is similar. This mixed methods study explored symptom severity, functional difficulties, and age at diagnosis for ASD and to describe the functional challenges encountered by preschool-aged children with ASD of African American descent. The International Classification of Functioning, Disability, and Health along with the Model of Human Occupation were the theories used for this study to conceptualize functional challenges and other potential factors. Research questions addressed symptom severity, degree of functional challenges, and age of diagnosis, and to gather family perspectives regarding functional challenges for preschool-aged children of African American descent. Data consisted of subpopulation responses from the 2009-2010 National Survey for Children with Special Healthcare Needs (N = 224) and locally-conducted interviews with parents (N = 3). No significant relationships were found using general linear model between age at diagnosis and symptom severity or degree of functional challenges. Qualitative themes included the diagnosis process, routines and transitions, communication, family and home environment, and school and community environments. Educators and health care providers need to enhance screening for early signs of ASD and consider racial and cultural implications related to performance and participation challenges. Social change implications include the development of effective and targeted awareness campaigns and improved diagnostic and intervention services for children with ASD from minority backgrounds and their families.

Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.