With the increase of students with disabilities attending post secondary education, it is important to have an understanding of how satisfied a student with a disability is with college. At present, the research on college satisfaction focuses on specific variables and how the specific variables moderate or mediate college satisfaction; however, there is limited research in the area of college satisfaction and students with disabilities. To address the current gap in research, the purpose of the current study was to address if there was a difference in overall satisfaction in students with a disability compared to students without a disability. Further, analysis of group differences in relation to domain scores was conducted, and how variables such as entrance status, gender, ethnicity, ACT scores, and grade point average mediate college satisfaction for students with disabilities. Additionally, it was important to examine the relationship between disability status and overall satisfaction, as well as examine the relationship of the 4 domains (e.g. Instruction and Life Skills, Quality of Student Services, and Quality of Undergraduate Experience) and overall satisfaction. Survey data were collected from 2009-2014 Undergraduate Survey from the Office of Institutional Research and Effectiveness at a university in the southeastern United States. The results indicated a statistically significant difference between students with disabilities and students without disabilities in regards to perceptions of services provided, and undergraduate experience. Specifically, individual with disabilities are more satisfied in the area of services provided compared to students without disabilities, while students without disabilities are more satisfied with their undergraduate experience compared to students with disabilities. Further, numerous relationships were found between variables such as gender, ethnicity, entrance status, academic proficiency, and overall satisfaction. Lastly, instructional and life skills, quality of student services, quality of academic advising, and quality of undergraduate experience scores load onto the latent variable of overall satisfaction as hypothesized.

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The impact of co-teaching in the inclusion setting is essential to improving the academic achievement of students with disabilities. With the emergence of federal and state mandates, standards-based accountability is compelling schools to place students with disabilities in the inclusion setting to receive the same content as their nondisabled peers. This research study aimed to identify the factors impacting the effectiveness of co-teaching in the inclusion setting within K-12 schools. The research questions for this study included: What factors do co-teaching teams identify as essential for effective co-teaching? What factors do co-teachers perceive as obstacles or problems that hinder effective co-teaching? and What administrative support is needed to carry out co-teaching responsibilities effectively? The design methodology for this study was qualitative and consisted of three co-teaching teams in Virginia. Semi-structured interviews with co-teachers from model demonstration sites were used to collect data. Data analysis occurred through hand-coding of the transcribed interview questions. Model co-teaching teams identified twelve factors that impact effective co-teaching, including positive relationships, consistent behavioral expectations, defined roles and responsibilities, pairing, professional development, parity, co-teaching models, administrators' expectations, co-teaching best practices, consistent co-planning time, professional expertise, and building co-teaching capacity. The research should provide practitioners with strategies and approaches for effective co-teaching in the inclusion setting with K-12 schools. / Doctor of Education / The impact of co-teaching in the inclusion setting is essential to improving the academic achievement of students with disabilities. This study represents the researcher's effort to understand the factors that are essential for effective co-teaching in the inclusion setting with K12 schools. This research is a qualitative study, and the researcher completed interviews with three model co-teaching teams from the Virginia Department of Education Excellence in Co-teaching Initiative. Model co-teaching teams identified twelve factors that impact effective co-teaching, including positive relationships, consistent behavioral expectations, defined roles and responsibilities, pairing, professional development, parity, co-teaching models, administrators' expectations, co-teaching best practices, consistent co-planning time, professional expertise, and building co-teaching capacity. The research should provide practitioners with strategies and approaches for effective co-teaching in the inclusion setting with K-12 schools.

Across the global educational spectrum, students with disabilities and special educational needs (SEN) face unique psychosocial challenges that transcend their academic endeavors. This diverse group, historically marginalized and often misunderstood, navigates a complex array of cognitive, physical, and behavioral hurdles. The term "SEN" has broadened to reflect this diversity, emphasizing the psychosocial difficulties these students encounter beyond their specific disabilities through counseling. Greece serves as a poignant case study, illustrating the evolution of attitudes and policies toward SEN students amidst its rich historical and cultural backdrop. From ancient times, where disability perceptions were mixed, through to the Orthodox Christian influence, which has oscillated in its view of disability, Greece's journey towards inclusivity mirrors global trends but with distinct characteristics. The 20th century marked significant strides towards integrating SEN students into mainstream education, a shift from segregation to inclusion that reflects broader societal changes. Globally, the landscape for SEN students is varied and influenced by a myriad of factors, including cultural perceptions, policy frameworks, and societal attitudes. Historical treatment of individuals with disabilities has evolved from exclusion to a more inclusive model, propelled by international conventions such as the UN Convention on the Rights of Persons with Disabilities. Developed nations typically allocate substantial resources towards SEN support, while developing countries may struggle with resource constraints and societal stigmas. Technological advancements have ushered in a new era of tools tailored for SEN students, promoting inclusivity and leveling the playing field. Despite progress, challenges persist, including societal stigmas and the marginalization of SEN students in crisis situations. Civil society organizations play a crucial role in advocating for SEN rights and fostering societal change through counseling. The educational system's role is pivotal in shaping SEN students' experiences. From the global shift towards inclusivity to the specific case of Greece, where the move from segregation to inclusive education has marked a significant transformation, educators play a crucial role. However, genuine inclusion requires more than physical integration into mainstream classrooms; it necessitates a comprehensive understanding of SEN students' psychosocial challenges and a systemic shift towards empathy, specialized skills, and inclusive policies. Innovative interventions, such as personalized learning approaches, peer support, and emphasis on social-emotional learning, highlight the ongoing efforts to address the psychosocial challenges faced by SEN students. Community engagement, policy reforms, and the pivotal role of families underscore the collective responsibility in creating a more inclusive society through counseling. Understanding the psychosocial intricacies of SEN students is essential for developing effective interventions and fostering an educational landscape that celebrates diversity and supports holistic growth. This requires a nuanced understanding of the cultural, societal, and educational factors that shape SEN students' experiences, emphasizing the importance of empathy, specialized training for educators, and inclusive policies to address the myriad challenges these students face through counseling.

In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa Public Education Information Management System (PEIMS), and conducted qualitative interviews with selected charter school administrators. Five cornerstones of the Individuals with Disabilities Education Act (IDEA): zero reject, individualized education program (IEP), appropriate assessment, free appropriate public education (FAPE), and least restrictive environment (LRE), were utilized in the assessment of quality. Levels of expertise in federal disability law and fiscal barriers were explored, as well.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 172-182). Also available on the Internet.

Thesis (M.A.Ed.)--East Carolina University, 2009. / Presented to the faculty of the Department of Curriculum and Instruction. Advisor: Daniel Boudah. Title from PDF t.p. (viewed June 15, 2010). Includes bibliographical references.

Thesis (Ed. D.)--University of Missouri-Columbia, 2001. / Typescript. Vita. Includes bibliographical references (leaves 172-182). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 103-108). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 103-108). Also available on the Internet.