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Administrators, general and special educators in two city and two county districts estimated time lost to office referrals. Results indicated lost administrative and instructional time depended on disciplinary offense, student disability, and use of PBIS.

There has been a heightened effort to research the overwhelming prevalence of sexual assault on college campuses. Female undergraduates are the most common victims, with rates of one in five experiencing nonconsensual sexual contact during their college years. However, there is very little research that has examined sexual assault among students with disabilities. Students with intellectual disability are sexually assaulted at rates more than seven times higher than students with no disabilities. Thus, students with disabilities are hidden victims who experience sexual violence at extremely high rates. The current study used an online survey to assess the prevalence of sexual assault among students with disabilities at a large southern university. Findings may help inform future prevention efforts to help the high rates of sexual violence rates among students with disabilities on college campuses.

Research has shown teachers' attitudes toward students with disabilities directly affect the students' performance in the general education classroom; however, more research is needed to determine what variables influence high school teacher and support staff attitudes. The purpose of this study was to determine the attitudes of high school general education teachers, special education teachers, and support staff toward students with disabilities in the general education classroom. The study examined multiple variables such as gender, race/ethnicity, teaching experience, educators' role, and school size; and the impact of professional development on their attitudes toward inclusion. This study used an explanatory sequential mixed-methods design. Data collection included the Inclusion Attitude Scale for High School Teachers (IASHST), developed by Ernst and Roger, and then focus groups for general education teachers, special education teachers, and support staff in order to triangulate the findings. The results of this study found that general education teachers may have a more negative attitude than special education teachers and support staff. However, it is important to note that members of each focus group described what they considered to be appropriate exceptions to including students with disabilities in the general education classroom.

College for many adults represents a time for increasing independence, autonomy, and self-exploration. Yet the college experience may also be a time when students discover the presence of a psychological disorder, or navigate how to grapple with an existing disorder in the new and unfamiliar environment of college. An increasing number of students with such disorders are enrolling and participating in higher education yet current literature is often insufficient to adequately guide and inform postsecondary institution personnel regarding this complex student population (Beamish, 2005). Therefore, this phenomenological study aimed to discover the lived experience of a small sample of students with psychological disorders at one public university in the Western United States. Participants' reports of identity processes and classroom learning experiences were investigated through the combined lens of ldentity Theory and the Seven Vectors of Student Development. Study findings suggest (1) there is a pervasive yet varying effect of stigma on participants' identity and impression management behaviors, (2) crises resolution pertaining to seeking help and forming relationships associates with identity development, (3) student-role prominence may influence help-· seeking behavior offering possible implications for student college persistence, (4) reconceptualizing psychological disorders may contribute to more positive self-concepts, (5) "sympathetic others" play a part in fostering a positive classroom emotional climate and relationship trust and building, and finally, (6) stigma (and concomitant inclinations to prove oneself) prompt participant classroom participation yet outward signs of professor and classmate discrimination stifle participant classroom participation.

Students with special needs in secondary schools are not meeting standards as indicated by adequate yearly progress. Guided by Bandura’s social cognitive theory, the purpose of this mixed-methods study was to examine the relationship between general education teacher self-efficacy and academic achievement among students with disabilities. Quantitative data were collected from 23 general education teachers using the Teacher Efficacy for Inclusive Practice Scale and Collection of Classroom Assessment Data Form, in which general education teachers reported student academic achievement data in the form of end-of-chapter and end-of–unit summative quiz and test scores. A multiple linear regression analysis was used to investigate the dependent variable, academic achievement of secondary students, and 2 independent variables: general education teacher self-efficacy and disability status of students. Quantitative results indicated no relationship between teacher self-efficacy and student academic achievement. To further examine areas of reported lower teacher self-efficacy from the quantitative portion of the study, qualitative general education teacher interview data were collected from 20 participants from the same population. Responses were summarized, analyzed, and managed into themes and subtle trends. Qualitative results indicated negative feelings regarding teacher education programs and positive feelings regarding a desire for continuing professional development opportunities in the area of special education. The outcomes of this study may lead to positive changes in teacher education programs and professional development opportunities and may create a path for improved general education teacher preparation on providing instruction for students with disabilities.

The study's purposes were to understand how students with physical disabilities perceive a) normative pressures identified in Weidman's (1989) Model of Undergraduate Socialization as affecting their social integration; b) their own disability as influencing their social integration; and c) their levels of satisfaction with social integration.

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