241 |
Virginia Principals' Characteristics in Virginia School Divisions with high or no Incidences of Special Education ComplaintsNewman, Kevin Darnell 23 April 2015 (has links)
School administrators are responsible for ensuring state and federal special education laws and regulations are being implemented properly. This study examined the amount of training a Virginia school principal receives while attending principal preparation programs as well as professional development offered by their school division on how to handle any legal issues that may arise pertaining to special education. In 1975 Congress enacted the Education for All Handicapped Children Act (Public Law 94-142) and amended in 1997 as the Individuals with Disabilities Education Act. Education for All Handicapped Children Act was introduced in Congress to ensure that students with disabilities were provided the same opportunities as general education students. This legislation was later renamed IDEIA, Individuals with Disabilities Education Improvement Act, in 2004.
A web-based survey was used to obtain information from principals in school divisions with high or no incidences of special education complaints. The survey was sent to 12 school divisions with 189 schools and 21 divisions with 189 schools respectively. The data collected from participants was analyzed with JMP software to determine patterns in principal responses based on their employment in divisions with high or no incidences of special education complaints. Statistical analysis included measures of central tendency (mean, median, and mode), frequencies, and percentages of the data collected at the state and regional level, by high or no incidence groups to determine if better prepared, more experienced, more informed principals that have had on-going training are able to administer special education programs effectively and therefore have fewer parent complaints.
The results of the study indicated a need for higher education institutions (colleges and universities) to increase course offerings at the principal preparation level in the area of special education. Additionally there is a need for superintendents and division leadership to continue to develop and seek partnerships to deliver relevant ongoing professional development, as well as for principals to explore special education networking opportunities external to the division. / Ed. D.
|
242 |
A Study of the Regular Educators' Preparedness to Educate Students with Autism Spectrum DisorderRhodes, Tammy 16 March 2016 (has links)
<p> This study’s focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the findings of this study, all of the participating K-5 regular educators reported they have established a supportive culture/climate, have organized and defined work areas, use routines, regularly collect data, are flexible with curriculum, and group students based on needs. This study also revealed slightly over half of the K-5 educators conduct observations outside of their classrooms, maintain and shift the attention of students, and can teach attention to a task. Most of the K-5 regular educators also receive administrative support and are provided collaboration opportunities. Additional information revealed slightly less than half of the K-5 regular educators reported they can teach imitation. The data regarding the ability to teach communication and social skills were contradicting, and most educators reported an inclusion task force had not been established. Overall, it was determined K-5 regular educators need professional development in the area of core skills important for students with ASD.</p>
|
243 |
Educator's perceptions about the learners with barriers to learning and development / Lloyd Daniel Nkoli TlaleTlale, Lloyd Daniel Nkoli January 2007 (has links)
The introduction of Inclusive Education in South Africa was part of the democratisation
of the country and was in line with international trends. Based on the Constitution, the
South African government produced a policy document aimed at meeting the needs of
learners with barriers to learning, the underlying principle of which was inclusion. The
South African Schools Act was passed, clearly stating that a public school must admit
learners and serve their educational requirements, without unfairly discriminating in any
way. Based on the rights that all learners have, including those with barriers to learning,
no learner can be turned away from a public school based on any discrimination.
Previously teachers referred learners with barriers to learning to special schools, as they
did not see them belonging to the mainstream.
The purpose of this study was to identify the educators' perceptions about learners with
barriers to learning and development and how this may affect the implementation of
Inclusive Education. The survey method was used to identify the educators' perceptions
about learners with barriers to learning and development and how this may affect the
implementation of Inclusive Education. More detailed information on the essential
aspects for successful implementation of inclusive education was collected through the
use of questionnaire and interviews. Fifty eight participants were chosen randomly and
four special school educators and ten education regional officials were purposively
included as participants. The participants completed the questionnaires, and interviews
were used to obtain response clarity or additional information.
The collected data were analysed and categorised into themes. From the analysis of the
data it became apparent that inclusive education requires new skills, knowledge and
attitudes from the educators and, therefore, educator education and training should be
revisited and designed to accommodate and support inclusion. Educators also agreed that
there must be collaboration between the mainstream educators and specialized personnel
such as therapists and education specialists from the Department of Education for
successful inclusion to be able to address barriers to learning. / Thesis (M.Ed) North-West University, Mafikeng Campus, 2007
|
244 |
Identifisering van sagte neurologiese uitvalle deur die opvoedkundige sielkundige / Identification of neurological soft signs by the educational psychologistKruger, Deirdre 11 1900 (has links)
Text in Afrikaans / Hierdie studie handel oor die identifisering van sagte neurologiese uitvalle deur die opvoedkundige sielkundige. Die navorser het gevind dat neuraal gestremde kinders dikwels eers op 'n laat stadium na buitengewone onderwys verwys word. Dit het die vraag na kriteria vir sagte neurologiese uitvalle en neuropsigologiese evaluasies in die brandpunt van die studie gestel. Die literatuur het bevestig dat daar verskeie neuropsigologiese verkenningsmedia oorsee bestaan, maar Suid-Afrikaanse navorsing op die gebied, is nog beperk. Daarom is die doelstelling van die studie om aan die hand van kriteria vir sagte neurologiese uitvalle, 'n neuropsigologiese evalueringstabel saam te stel wat toeganklik is vir enige opvoedkundige sielkundige. Die evalueringstabel is aan die praktyk getoets. Die navorsing bevestig dat dit moontlik is om neuraal gestremde kinders te identi:fiseer deur die toepassing van die neuropsigologiese evalueringstabel. Die identifisering van die neuraal gestremde kind is slegs die vertrekpunt in die wyer pedagogiese bemoeienis met die opvoedeling / This study deals with the identification of neurological soft signs by the educational psychologist. The reseacher became aware of the fact that neurologically impaired children were referred to extraordinary education at a very late stage. The above mentioned situation gave rise to the search for criteria for neurological soft signs as well as neuropsychological means of assessment It was found in the literature that neuropsychological assessments were well in existance abroad, but the South African literature lacks in depth research. Therefore the aim of this study was to use existing neuropsychological criteria to compile a neuropsychological evaluation table that will be accessible to every educational psychologist. This neuropsychological evaluation table was put to practice and it proved that neurologically handicapped children can be identified by means of this assessment. The identification of the neurologically impaired child remains simply the point of departure in the broader pedagogic dealing with the child / Psychology of Education / M. Ed. (Voorligting)
|
245 |
The adequacy of staff support for compliant and quality special educational programming as perceived by local school personnelRichards, Ruby Tolbert 01 July 1988 (has links)
This study examined the perceptions of local school personnel concerning the adequacy of staff support for Compliant and Quality special educational programming in relationship to selected demographics of subjects, i.e., Role Position, Administrative Area, Highest Earned Degree, Tenure in Present Position, Number of Special Education Classes for which Principal Has Responsibility, teacher's Delivery Mode, and teacher's Area of Exceptionality. Additionally, the study examined subjects' written comments for program improvement and their ratings of tasks of staff leaders to facilitate Compliant and Quality special educational programming.
Participants included 30 principals with responsibility for and 87 teachers of exceptional students. A writer-designed questionnaire was used to secure data on all variables. Statistical procedures used were T-Test, ANOVA, and correlational analysis (Pearson r); the established level of significance was 0.05.
Significant relationships were found between various Compliance indicators and Number of Special Education Classes for which Principal Has Responsibility, Number of Special Education Courses Taken by principal, and principal's and teacher's Tenure in Present Position; and between various Quality indicators and teacher's Delivery Mode and teacher's Tenure in Present Position. An intercorrelation of subjects' responses regarding Compliance and Quality indicators revealed a number of significant relationships. Among principals, these were Information Dissemination and Staff Training, Material Resources, and Teacher Motivation; and, Monitoring and Staff Training. Among teachers, all relationships between Compliance and Quality indicators were found to be significant.
Respondents' written responses indicated that principals perceived the need for increased resources -to facilitate mainstreaming; and teachers, the need for improved communication, increased skills' training in instruction and classroom management, and the employment of staff to conduct school level Compliance tasks. An item analysis of mean scores revealed that subjects rated staff support for Compliant programming more favorably than that for Quality programming.
The general implication was that differentiated activities were needed to accommodate various demographics. The general recommendations were that special attention should be given to indicators of Quality programming, i.e., staff training, material resources, and teacher motivation; and, that a division of leaders' responsibilities should be made to ensure improvement in both components of Special educational programming, i.e., Compliance and Quality.
|
246 |
The influence of concerns-based training on teachers' perceptions of inclusionCline, Timeka L. 04 May 2016 (has links)
<p> This case study research examined the perceptions of general and special education teachers towards educating students with disabilities in an inclusion classroom. The Concerns Based Adoption Model (CBAM) aided understanding of teacher participants' stages of concern in the inclusive process and the ways in which participation in training could affect those perceptions. A small district in the southern part of the United States was the focus of this study. Before training, participants took a pre-assessment survey, followed by three training sessions, and a subsequent post-assessment survey. The analysis of previously collected statistical CBAM data and interviews provided context for the research questions. Analysis of Pre- and Post-Stages of Concern survey data determined the teacher participants' levels of concern before and after training. After transcribing and coding interview data to develop categories, the data created themes that supported teacher responses on pre- and post-surveys. CBAM survey data indicated no change in teacher concern from pre- to post-survey; however, interview data revealed teachers had thought about inclusion. Interview data also revealed other initiatives and programs of higher concern, which affected the outcome of the statistical data. Research outcomes addressed teacher concerns, noting that leaders should develop training to meets those concern and consider teacher demands when implementing new initiatives.</p>
|
247 |
Assistive technology in Arizona: A survey of service providers.Boyless, James Andrus. January 1993 (has links)
Research evidence indicates that assistive technology services and devices, mandated by law, are not being provided to individuals with disabilities in Arizona. This study described the professionals within Arizona providing AT services and devices, their training needs, and the current AT service delivery system. The study also proposed essential elements for an AT service delivery network to meet the technological needs of individuals with disabilities within the State of Arizona. A survey, developed with assistance from experts, was mailed to 1,014 service providers in six distinct service specialties. Professionals in the Arizona Department of Education, Division of Developmental Disabilities, Rehabilitation Services Administration, Occupational Therapy, Physical Therapy, and Speech Pathology were asked to furnish information pertaining to four research questions: (1) Who are the AT service providers? (2) What is the current AT service delivery system in Arizona? (3) What are the perceived AT training needs of service providers? (4) What do service providers perceive as essential components in a comprehensive AT service delivery network? The survey results indicated that AT services in Arizona were provided by predominantly Anglo, highly educated females living in the two largest metropolitan counties in Arizona. Less than half had received any training in AT. No AT service delivery system exists today in Arizona. Services were provided by chance rather than as a normal procedure in medical or human service organizations. Perceived training needs paralleled provider specialty with training through workshops at the local level. According to survey respondents essential components of an AT service delivery network should include information, training, funding, collaboration, consumer involvement, and delivery models. Implications of the study suggest that Arizona must implement the following changes: (1) establish a statewide AT service delivery network linking providers, consumers, and caregivers; (2) select a lead agency to coordinate all efforts in AT for the State; (3) appoint a strong advocate of AT as head of the agency; (4) develop a training program; (5) recruit minorities and persons from technical areas to provide services; (6) reduce the gap in the delivery of AT services to those under 60 years; and (7) increase the number of qualified AT providers for the growing population of the elderly, the adult, and children in all independent living, educational, and work environments.
|
248 |
An investigation into and a study of the parameters indigenous to the development of special education in Northern IrelandHunter, J. January 1985 (has links)
No description available.
|
249 |
The effectiveness of Advanced Diploma courses in education causing innovation in schools in England and Wales : With particular reference to the education of children with learning difficulties, in the 1980sHodgson, F. January 1987 (has links)
No description available.
|
250 |
An evaluation of provision for pupils with special educational needs under the Education Act 1981 : including a consideration of the specific provisions availiable under the Act within the Wakefield Local Education AuthorityBlackband, Melvyn James January 1989 (has links)
No description available.
|
Page generated in 0.077 seconds