Homeschool delivery to students is on the rise, particularly in regards to the education of students with disabilities. At this time, there is a lack of research on homeschooled students with disabilities. The purpose of this phenomenological study was to explore how parents choose a model of education for their children with disabilities. A purposeful sample of 3 distinct groups comprising 13 parents of children with disabilities was assembled: (a) parents who are homeschooling their child with a disability, (b) parents who have decided to enroll their child in the public school system after previously homeschooling, and (c) parents who may have or never have considered homeschooling their child but instead chose to have their child attend a public school. Open and selective coding techniques were used to identify significant themes in the participants' responses. The results of the interviewed participants revealed themes of Needs, Flexibility, Child's Request, and Bullying. These themes, especially parents stating that their child's needs are met, were a significant reoccurring reason parents reported choosing the educational setting they did. Findings also included that overall satisfaction of parents of students with disabilities was higher among parents who had homeschooled than among parents with children in public school. Finally, topics of participation and communication between public schools and parents were explored in order to examine the possible influences of parent choice. Implications for social change include compromises from both schools and parents and a suggestion of a possible hybrid option for some students with disabilities.

Math achievement for U.S. high school students identified with math disabilities continues to fall below expected norms. Longitudinal national and state-level assessment data showed a flat or negative trend in math performance of students with disabilities, which may negatively affect their postsecondary outcomes. The purpose of this embedded mixed-methods study was to determine the impact of an extended time algebra course on increasing the math performance of freshman students with math disabilities. The conceptual framework included Vygotsky's sociocultural theory and zone of proximal development, Bloom's theory of master learning, and Carroll's theory of degree of learning. Data collection included archived test scores from the previous school year of 21 students and a survey administered to 4 current teachers of the Tier 2 course. Statistical analysis of the archived scores using an independent samples t-test measured the differences between the means test scores of students from the Extended Time course and the Special Education Algebra course. Additionally, the study used a paired samples t-test to measure pretest and posttest differences in math scores of students enrolled in the intervention course. Results from the t-tests along with coding of the qualitative data indicated that the Tier 2 intervention did not allow students to make statistically significant gains in math performance. Suggestions for improving the Tier 2 course were created based on study findings. The study is significant to high school educators inclusive of classroom teachers, school and district administrators, and curriculum developers because it examined an intervention used for students with disabilities who received educational support in the mainstream classroom. Results can inform best practices for meeting the needs of high school freshman and assist in the development of programming options that positively affect the academic achievement of students with disabilities. Implications for social change include improving math outcomes of students with disabilities as a means of increasing their success in postsecondary endeavors.

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Students with disabilities need properly trained educators. The capacity of teachers to affect student learning is contingent upon the preparation they receive. Attitudes and feelings of preparedness to work with students with disabilities expressed by teachers indicate that their training is inadequate. The purpose of this cross-sectional study was to explore preservice and beginning teachers’ attitudes and feelings of preparedness to work with students with disabilities. Participants included preservice teachers who were just beginning their teacher education program (Phase 1), student teachers (Phase 2), and practicing teachers (Phase 3) who had been enrolled in either undergraduate or graduate initial licensure teacher preparation programs at East Tennessee State University. A three-part survey containing both closed and open-ended items, including the Opinions Relative to the Integration of Students with Disabilities (ORI) scale, was used for data collection. Quantitative findings in this study were mixed or inconclusive. Some significant differences were found in overall ORI scores and subscale scores based on 1) the phase of training for undergraduates, 2) program levels (undergraduates and graduates), 3) type of teacher certification, and 4) the existence of relationships with persons with disabilities. No differences in attitude were found for any program-related teaching experiences with persons with disabilities. When combined with qualitative analysis, the study revealed a collection of disconnects that provided insight into the preparation of teachers. Disconnects were noted between expressed attitudes and feelings of preparedness; feelings of preparedness and program benefit; teacher preparation and teacher practice; and expressed value and need for more field experiences and the impact of program-related teaching experiences on attitudes and feelings of preparedness. Themes involving personal relationships, the expectancy to collaborate and learn through ongoing experience, and the limited focus on students with disabilities throughout the teacher education programs provided clues to factors that might potentially impact feelings of preparedness to work with students with disabilities.

The purpose of this study was to determine ETSU faculty attitudes and student perceptions in providing academic accommodations to students with disabilities. Participants of the study were ETSU students with disabilities who are registered with the Disabilities Services office and faculty members of ETSU. Students with disabilities were interviewed. An online survey was sent to faculty members via the ETSU email system. Disability law and disability compliance year books served as the primary documents that were reviewed for pertinent information. Grounded theory using a constant-comparison methodology served as the conceptual framework for the study. The grounded-theory approach allowed for the perspectives of students and faculty to be shared and analyzed. Constant-comparison methodology was used to interpret the data through the critical lens perspectives and experiences of students with disabilities. Interview, online survey, and document review were 3 methods of data collection used in this study. The findings of the study indicated that the experiences and perspectives of ETSU students with disabilities differ regardless of visible or invisible disability. Findings also indicated that faculty attitudes towards providing accommodations to students with disabilities were generally positive. However, attitudes of faculty members at ETSU did mirror the attitudes of faculty members at other universities in the provision of certain accommodations based on type (classroom or testing.) In general, faculty members were less willing to alter a test than to provide extended time for a test. Also, faculty members were less willing to provide lecture notes as opposed to allowing a student to record a lecture. It is suggested that the willingness of a faculty member to provide accommodations may hinge on knowledge, experience, and ease of providing the accommodation.

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The purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This study further examined the perceptions of and attitudes about the Equals mathematics curriculum that exist among Exceptional Student Education (ESE) teachers who teach mathematics to students with disabilities participating in the Florida Alternate Assessment (FAA). The study utilized a mixed methods approach to research that included both quantitative and qualitative methodologies. The quantitative portion of the study was conducted using archival data obtained from the 2012 Florida Alternate Assessment Data Book. A Mann-Whitney U Test was conducted through SPSS at a significance level of α = .05 to test for relative differences in performance between the treatment (Equals) and control (non-Equals) groups. Based on the results, the Equals mathematics curriculum did not have any statistically significant impact on the 2012 FAA mathematics scores for students with disabilities in the treatment school districts at any of the tested grade groupings (elementary, middle, high, and overall). The qualitative method of data collection utilized an online teacher survey. The results were analyzed using the researcher-coded results and assisted through summary iv tables provided by Survey-Monkey. Differences and similarities among the survey question responses were explored. Common terms and themes were noted and compared. Data triangulation was used by surveying teachers from five of the six treatment counties. This promoted generalizability for study replication since the treatment counties train teachers and utilize the curriculum in different manners. The results of the qualitative analysis indicated that many teachers were not satisfied with the training they received and felt overwhelmed by the curriculum itself, specifically in the areas of lesson planning and delivery. Based on the quantitative and qualitative results, it was concluded that further research needs to be completed to determine the effectiveness of the Equals mathematics curriculum when used with true fidelity.

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Underrepresentation among those identified for gifted programs has been a concern in the field of gifted education for over a century, affecting students of color, students with disabilities, English language learners, and economically disadvantaged students. Universal screening has emerged as a possible strategy to increase referrals of students from underrepresented populations and to produce gifted population demographics more reflective of total student enrollment. The purpose of this study was to investigate the influence of universal screening measures on the diversity of students found eligible for gifted education services. The study examined the following research questions: 1. What is the relationship between a referral source and the gifted identification of elementary school students? 2. To what extent do universal screening measures influence the diversity of students eligible for gifted education services? This study used existing referral and eligibility data of elementary school students in a medium-sized school district who were administered a universal screening measure during the 2019-2020 school year. Pearson chi-square tests with Yates' continuity correction were used to determine the existence of possible associations between referral source and gifted identification status, and Cramér's V was used as a measure of effect size. Referral rates, accuracy, and effectiveness of referral sources were also computed. Across all demographic groups, universal screeners referred more students than any other referral source, and the highest number of students identified gifted after the full gifted evaluation came from universal screener referrals. Teacher referrals and universal screener referrals produced the most diverse identified gifted results after evaluation. Universal screeners displayed the highest referral rates and were the most accurate and effective referral source across all demographic groups. This study provides the field of gifted education further research on universal screening, and the findings of this study provide educational leaders data to inform practice. Implications for school and district leaders involve multiple stakeholders and address different areas to promote diversity among the gifted student population. The implications center on parent and community engagement, professional learning, best practices in gifted education, and evaluation of gifted identification processes. / Doctor of Education / Historically, students of color, students with disabilities, English language learners, and economically disadvantaged students have been underrepresented in gifted programs. Universal screening has emerged as a potential practice to refer more students from underrepresented populations and consequentially identify a more diverse gifted population, but few studies exist to support adoption of the practice and to justify the financial expense and amount of instructional time devoted to administering the assessments. This study used existing data of elementary school students in a medium-sized school district who were administered a universal screening measure to investigate the influence of universal screening measures on the diversity of students found eligible for gifted education services. Possible associations between referral source and gifted status were determined, and referral rates, accuracy and identification rates, and effectiveness of various referral sources were calculated. Across demographic groups, universal screeners referred more students than any other referral source, and the highest number of students identified gifted after the full gifted evaluation resulted from these referrals. Teacher referrals and universal screener referrals were found to produce the most diverse identified gifted populations after evaluation; universal screeners displayed the highest referral rates and were the most accurate and effective referral source across all demographic groups. This study adds further research on universal screening to the field of gifted education, and the findings of this study provide educational leaders information regarding the effectiveness of universal screening to translate into institutional practice.