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The purpose of this study was to examine the characteristics of students with disabilities who contact the school counselor for college information. Self-determination was the theoretical framework guiding this study. Self-determination refers to a student's ability to (a) act autonomously, (b) identify goals, (c) engage in problem solving activities, (d) appraise strengths and limitations, and (e) capitalize on opportunities. The current study used the Education Longitudinal Study (ELS:2002), a nationally representative database that tracks high school students as they transition from high school to postsecondary options. The dependent variable was whether the student went to the school counselor for college information. The independent variables included student characteristics (i.e., sex, race and ethnicity, socioeconomic status, disability type, self-determination) and school characteristics (i.e., school enrollment, number of school counselors). This study has conveyed significant information about the relationship between students with disabilities and professional school counselors. The results of this study provided a wealth of information about students with disabilities who contacted the school counselor for college information. This results marks the first time research addressed the characteristics of students with disabilities who visited the school counselor for college information by utilizing the Educational Longitudinal Study (ELS:2002). The recommendations to school counselors as a result of this research are to develop comprehensive school counseling programs that embody the characteristics of students with disabilities. One logistic regression model was conducted to determine the influence of sex, race, socioeconomic status, disability type, and self-determination on whether students with disabilities were likely to visit the counselor for college information. Predicted odds were calculated to demonstrate the statistically significant, predictive quality of the variables on visiting the counselor for college information. The theoretical framework of self-determination demonstrated an important relationship in whether the student visited the counselor for college information. Finally, a Pearson correlation (r) that was used for enrollment and number of school counselor variables produced a positive correlation between the number of school counselors and whether the student visited the counselor for college information. / Ph. D.

The multi-case analysis utilized in this study describes how specially-designed instruction is being used to ensure that secondary students with disabilities have access to the general curriculum and are participating and progressing within it. Bronfenbrenner's (1976) systemic model that presents interacting sub-systems in a series of nested educational environments was used as a guide for exploration. Case study schools included two high schools that serve partially suburban and partially rural communities within one school district. Review of documents, observations, and interviews were used to triangulate the data. Evolving display matrices were used to analyze the data. The matrix displays evolved as authentic categories emerged from within each case and across the two cases, and from within each level and across the four levels of the educational environment. To note differences, the data from two case schools as well as from the four educational environments were compared and contrasted. The consistent patterns of practice found at all levels of the educational environment included: (a) identifying and implementing accommodations and modifications needed for students with disabilities, (b) initiating special education and regular education collaboration activities, (c) monitoring student learning, (d) examining placement, and (e) providing professional development training. The findings from this study also revealed that the origin of the patterns of practice began at the macro-system level, or at the state department of education. It was found that the state policy context addressing the federal mandate is built on the vision of enabling students with disabilities to access the general curriculum. In addition, it was determined that the strategies to meet this vision are designed around the provision and implementation of state regulations, state professional development training, and state accountability measures. The conclusions suggest that the patterns of practice throughout the total high school environment of District A are initiated through state regulations, state professional development training, and state accountability measures, and support the participation and progress within the general education curriculum of secondary students with disabilities. A pattern of concern related to cluster grouping of inclusion students in secondary classrooms and their opportunities for genuine access to the general curriculum was noted. / Ed. D.

The purpose of this study was to present issues relating to the achievement of general education students in inclusion settings. Specifically, the study addressed the following question: Does the full-time inclusion of students with disabilities in general education classrooms affect the achievement outcomes of non-disabled general education students in such settings? The variable under investigation in this study was achievement of general education students in third, fourth, and fifth grade inclusion classes--heterogeneous groupings of students with disabilities and their non-disabled general education peers. The comparison classes were those with only non-disabled general education students--homogeneous groupings. The dependent variables were achievement measures obtained from the Vocabulary, Spelling, Reading Comprehension, Language, Social Studies, and Science subtests of the Iowa Tests of Basic Skills. The results of this study suggest that there are differences in achievement of non-disabled general education students from inclusion classrooms and those of similar non-disabled general education students on all six subtests. The most notable results were at the fifth grade level. / Ed. D.

Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to reduce the amount of these removals by reconsidering their current methods for discipline, reflecting on how these affect their students, and making changes to student consequences. The purpose of this study was to determine what highly skilled principals in the field have found to be the most effective strategies in reducing or eliminating out-of-school suspensions for students with disabilities. This insight is invaluable to the discussion on next steps to close the discipline gap between special education and regular education students. This study used a Delphi model for research building consensus through three rounds of surveys. This input was collected from a panel of 15 principals from 13 school divisions across Virginia that were identified as having already achieved success in eliminating out-of-school suspensions for students with disabilities. The panel concluded that principals must ensure a positive relationship with every student, use alternative, logical, and authentic consequences, and identify and implement individualized supports and accommodations when addressing student misconduct to eliminate out-of-school suspensions for their students with disabilities. Principals should implement practical strategies that proactively build positive relationships and help them better understand the child as an individual in order to reduce or eliminate suspensions in their schools. / Doctor of Education / Students with disabilities are highly at-risk for administrative disciplinary actions that remove them from school for misconduct. School leaders have the authority and expertise to reduce the amount of these removals by reconsidering their current methods for discipline, reflecting on how these affect their students, and making changes to student consequences. The purpose of this study was to determine what highly skilled principals in the field have found to be the most effective strategies in reducing or eliminating out-of-school suspensions for students with disabilities. This insight is invaluable to the discussion on next steps to close the discipline gap between special education and regular education students. This study used surveys to gather input and find agreement on best practices from a panel of elementary school principals from many school divisions across Virginia. The panel concluded that principals must ensure a positive relationship with every student, use alternative, logical, and authentic consequences, and identify and implement individualized supports and accommodations when addressing student misconduct to eliminate out-of-school suspensions for their students with disabilities. Principals should implement practical strategies that proactively build positive relationships and help them better understand the child as an individual in order to reduce or eliminate suspensions in their schools.

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This qualitative study investigated how confidence chats affect how students with disabilities (SWD) position themselves during mathematics discourse and the impact the confidence chats had on a student’s mathematical identity. A critical discourse analysis was conducted over a three-month period using transcripts from classroom observations, student-teacher confidence chats, and teacher interview debriefs. Findings revealed that following the confidence chats, SWD participated in discourse, and students were able to adjust their positioning in relation to others. Over the course of the study, student collaboration increased and their reliance on teacher support decreased. In addition, the findings indicated that confidence chats provided a window into students’ macro-identities which the teacher was not seeing during classroom interactions. Students were positioned in relation to tests and grades and were not seeing the relevance of how mathematics is preparing them for college or career readiness. The implications of this study suggest that students may not know what collaboration looks and sounds like. Taking time to set norms and expectations is a critical element when providing opportunities for discourse in the classroom. Additionally, student strengths need to be affirmed, so students build confidence in their mathematical abilities and connect their mathematics identities to positive experiences and the real-world.

Co-teaching has been, and continues to be, a growing trend in American schools since the late 1990s. As the popularity of this service delivery model increases, there is an imperative need for empirical research focusing on how co-teaching affects academic outcomes of students who receive special education services. Evidence regarding the academic outcomes of co-teaching is limited, and reports mixed results. The purpose of this study is to provide a synthesis of research examining academic outcomes of co-teaching on students who receive special education services. Quantitative information from each research report was coded, an overall effect size was computed, and a moderator analysis was conducted. Results suggest a significant effect (g = .281, k = 32, p < .05) of co-teaching on the academic outcomes of students with disabilities when compared to students with disabilities who did not receive instruction in co-taught settings; though a larger effect was found among dissertation reports (g = .439, k = 25, p < .001). Additionally, a significant effect was found when examining the academic outcomes of students in co-teaching compared to the academic outcomes of students in a resource classroom setting (g = .435, k = 27, p < .001. Lastly, effects were stronger the longer these students were in co-teaching environments. Implications of findings and recommendations for further research are discussed.

Thesis (Ph.D.)--University of Melbourne, Faculty of Education, 2006. / Typescript. Includes bibliographical references (leaves 314-372).

Thesis (Ph. D.)--Illinois State University, 2004. / Title from title page screen, viewed Jan. 14, 2005. Dissertation Committee: Dianne E. Ashby (chair), George Padavil, Paul Baker, Margaret P. Hutchins. Includes bibliographical references (leaves 201-220) and abstract. Also available in print.