The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with federal and state regulations? Is there a relationship between special education funding and special education compliance with rules and regulations? Studies at the national and state levels have frequently been conducted in the form of surveys, and provide only preliminary information about the status of special education in charter schools. There is a paucity of case specific information about the management and delivery of special education services in open-enrollment charter schools. A within-case study research design was used for this investigation utilizing qualitative methods of structured open-ended interviews, observations at the schools, and document analysis. Administrators at four open-enrollment charter schools were interviewed to gather data for this multi-case study. The data supported the hypotheses related to special education services in open-enrollment charter schools. The schools in this study provided special education services with an inclusion model for the first two years. In their first years of operation, charter schools face challenges of small budgets, few if any special education students, and difficulty finding special education teachers and other staff. In the third year and beyond, the schools were able to add special education services and staff and were more stable in terms of budget and operations. For the time period analyzed, special education costs exceeded special education funding. Compliance with special education regulations was relatively high as services were provided to students with mild disabilities with a high commitment to individualized instruction.

University of Macau / Faculty of Education

Thesis (Ph. D.)--University of Missouri-Columbia, 2007. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on October 15, 2007) Vita. Includes bibliographical references.

The purpose of this study was to examine concepts of "inclusion" held by policy drivers (PD), policy makers (PM) and policy implementers (PI) from various national organizations, state agencies and school districts. Interviews were conducted with 14 informants, and responses recorded, transcribed and clustered according to patterns of language. Documents provided by informants were reviewed. A Likert-type questionnaire was developed, grounded in patterns of language used in interviews and documents. Descriptive and inferential statistics identified variance between and within groups. Of 430 questionnaires sent, 266 were returned. Factor analysis of 29 items yielded 5 factors (definition of inclusion, training and support, receptivity, benefits/barriers, and prerequisites). One way analysis of variance, tests for homogeneity and multiple range tests were performed. Patterns of understanding of inclusion were clarified, and interpretations and conclusions were drawn. Significant variance was found among PD, PM, and PI on 3 of 5 factors (benefits/barriers, prerequisites, receptivity) with the greatest variance being between PD and PI. The most significant variance among 8 school districts occurred with factor 1 (benefits/barriers of inclusion). Informants' degree of support for inclusion was frequently not reflective of the organizations they represented. All groups associated inclusion with attitudes and beliefs, rather than with actions or programs. By describing patterns of definitions and critical attributes of inclusion, the development and implementation of educational policy relating to students with disabilities may be facilitated. Observed variations in how inclusion is philosophically and operationally defined may play a critical role in the implementation of inclusionary practices. The language used by informants reflects barriers to successful implementation of inclusion, as well as possible solutions. Variance between policy drivers, policy makers and policy implementers, as well as between individuals and their respective organizations may have implications for the evolution and development of educational policy.

No description available.

This research project was a descriptive analysis of the computer usage and skills of academic students in grades 10-12 who are legally blind and attending public school in the Region 10 Education Service Center service area of Texas. In addition, this study provided a process that other regions in the state or educational agencies may duplicate to document the computer skills and usage of students with visual impairments in their area. Twenty-seven students who are legally blind were surveyed by their teachers of the visually impaired regarding their computer usage and skill abilities, and eleven of the twenty-seven students were interviewed by the researcher to gain further information pertaining to computer usage and future plans upon graduation. Using prior research as a basis for understanding how sighted students used the computer, it was found that students who are legally blind used the computer similarly to their sighted peers except that students with significant visual impairments seemed to use to the computer to listen to music more than their sighted counterparts. In addition, students who are legally blind indicated that they learned most of their computer skills at school rather than at home like their sighted teenagers. Furthermore, it was determined that students who are legally blind were not learning the computer skills necessary for success in post-secondary education and vocational endeavors. Although the students were being exposed to many different computer applications, most did not use the applications weekly, nor report that they were experienced with the majority of basic skills related to applications such as word processing, Internet searching, emailing, spreadsheets and databases.

Seventy students (38 with physical disabilities and 32 without physical disabilities) were matched on age (a criterion of ± 4 years was used) and sex. Members of both groups, Persons With Physical Disabilities (PWPD) and those Persons Not Physically Disabled (PNPD), were asked to complete the University Services Inventory, Academic Goals Questionnaire, Academic Attributional Style Questionnaire (AASQ), and Beck Depression Inventory (BDI) to determine how these variables were related to explanatory style (ES, as determined by AASQ scores). ES has its origins in the reformulated learned helplessness model (Abramson, Seligman, & Teasdale, 1978). According to this model, individuals who made attributions that were internal-stable-global (pessimistic ES) were more likely to experience mood and behavior deficits in the wake of bad events. The present study examined college achievement (GPA), utilization of university services, goal specificity, goal efficacy, and responses to academic setbacks, as these variables were related to ES. Additionally, ES scores were examined with regards to differences in gender and disability status (both between different disability groups and between individuals with and without physical disabilities).

The purpose of this study was to analyze students' specific ITP-related social skills goals, student self-reported social skills, and the relationship between teacher and employer ratings of vocational students social skills and problem behaviors. This study examined (48) vocational students, (24) general education vocational students and (24) special education vocational students in grades nine through twelve. The students' vocational teachers and employers also participated in the study. This represented (144) individual assessment of social skills and problem behaviors utilizing the Social Skills Rating System -Student version (SSRS-S) and the Social Skills Rating System Teachers -version (SSRS-T). The findings indicated no specific social skill goals were deliminated in the students' ITP's. However, the findings did indicate the general education vocational students rated themselves higher, on average, on the empathy subscale than did the special education students. The analysis of data comparing standardized social skill scores, social skill subscale scores, standardized problem behavior scores, and standardized problem behavior subscale scores between teachers and employers for general and special education vocational students indicated employers rated special education students higher on the cooperation subscale only. No other differences were found.

Although standards-based IEP goals have been mandated in many states for almost a decade, their effectiveness is unknown. Standards-based IEP goals were first created to meet the requirements of No Child Left Behind and Individuals with Disabilities Education Improvement Act, which increased accountability for all students as well as those with disabilities, while providing targets for state standardized test scores and ensuring access to, and progress in, the general education curriculum for students with disabilities. Factors, such as teacher training, collaboration, and accountability may influence teachers’ perceptions of aligning IEP goals to grade level expectations. Using a survey, this study examined teachers’ perceptions of the efficacy of standards-based IEP goals. One hundred prekindergarten and kindergarten female teachers responded to the survey. Calculations from a linear regression indicated that a relationship existed between the usage of standards-based goals and curriculum-based measures. Results also indicated that teachers may choose to ignore standards-based IEP goals at times to focus on individual students’ needs. Overall, teachers reported that they wrote or gave input into the development of IEPs. However, not all teachers recognized the benefits of students with disabilities in general education classrooms, despite indicating that accommodations and modifications were generally defined. Future research suggestions include investigating perceptions regarding standards-based IEP goals in terms of type of disability of the student. Additionally, a review of personnel preparation programs could provide additional information about the training that teachers receive regarding standards-based IEP goals.

Orientador: Laura Noemi Chaluh / Resumo: A educação inclusiva é um grande desafio possível, pois demanda a (re)organização dos espaços escolares, formação de pessoal e compreensão dos processos de aprendizagem na diferença. Para que isso ocorra, é fundamental a parceria entre os profissionais envolvidos no processo de aprendizagem dos alunos público-alvo da educação especial (PAEE) e a existência de diferentes modos de trabalho a fim de respeitar as diferenças. Fui vice-diretora da Escola Municipal Prof. Victorino Machado na rede municipal de ensino de Rio Claro/SP que é considerada polo da educação especial em decorrência do atendimento aos alunos PAEE, graças à competência de toda equipe que atua na escola. O trabalho que se apresenta objetiva compreender de que forma a estrutura organizativa da escola onde atuei possibilitou o trabalho com os alunos público-alvo da educação especial para a efetivação da proposta de educação verdadeiramente inclusiva. Socializo práticas desenvolvidas entre professores regentes, professora do Atendimento Educacional Especializado (AEE) e agentes educacionais, sujeitos que se responsabilizaram por elaborar e desenvolver projetos, atividades e materiais pedagógicos para alunos PAEE. Trata-se de pesquisa narrativa embasada nas formulações teóricas de Mikhail Bakhtin, Benjamin e Ginzburg em que a partir das experiências concretas vividas no contexto escolar, toma a mesma como objeto de estudo, no caso específico desta pesquisa, para ampliar e sistematizar a importância de promover espa... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: Inclusive education is a great challenge because it demands the (re) organization of school spaces, staff training and understanding of learning processes in different aspects. For this to happen, the partnership between the professionals involved in the learning process of the target public education students (PAEE) and the existence of different ways of working in order to respect the differences is fundamental. I was deputy director of the Municipal School Prof. Victorino Machado in the municipal network of education of Rio Claro / SP that is considered pole of the special education as a result of the attendance to the students with disabilities, thanks to the competence of all the team that works in the school. The present work aims to understand how the organizational structure of the school where I worked enabled the work with the target public of the special education for the realization of the truly inclusive education proposal. Socialized practices developed between teachers, teacher of the Specialized Educational Assistance (AEE) and educational agents, subjects who were responsible for structure and developing projects, activities and educational materials for PAEE students. It is narrative research based on the theoretical formulations of Mikhail Bakhtin, Benjamin and Ginzburg in which, from the concrete experiences lived in the school context, it takes the same like object of study, in the specific case of this research, to amplify and systematize the importance ... (Complete abstract click electronic access below) / Mestre