<p>This meta-analysis aimed to investigate the effectiveness of instructional technology on mathematical word problem solving for elementary and middle school students with disabilities. This study examined specifically digital technology such as computers and tablets. From the article identification based on inclusion and exclusion criteria, a total of 21 studies were included in this study. The 21 included studies consisted of seven group design studies and 14 single-case design studies. This study computed an overall effect and analyzed moderators of group design studies (Hedges’ <em>g</em>) and single-case design studies (between-case standardized mean difference) in the same analyses. The overall effect of instructional technology on word problem solving across 21 studies was large (Hedges’ <em>g</em> = 1.18, 95% CI = 0.84, 1.52). The study characteristics, including publication years, intervention settings, intervention agents, technology devices, technology types, and mathematics topics, were found to moderate the effects of interventions. The four studies, which assessed the generalization of word problem solving skills learned from the instructional technology to the standardized assessments, showed a near moderate effect (Hedges’ <em>g</em> = 0.49, 95% CI = 0.09, 0.9). Limitations of this study and directions for research are discussed.  </p>

A rapid expansion of charter schools is occurring across the United States in spite of the fact that significant issues have come to light in relation to charter schools educating students with disabilities. The School District of Philadelphia is currently relying on charters to educate more than a quarter of all public school students and the demographic make-up of these charters does not mirror the sending district schools in relation to students with disabilities. These students may not have access to the same educational opportunities as their non-disabled peers. Policy governing charters is foundational to the implementation of charter school reform and, therefore, a potential key factor driving disproportionate access. This project examines applicable state law, interpretation of federal and state law into local policy, and the relative strengths and weaknesses of these policies regarding students with severe disabilities accessing free and appropriate public education in Philadelphia charter schools. The theoretical framework I apply is critical ableism. The analytical framework I utilize is based on the Bardach's methodology. My findings from this analysis of charter policy are that there is theoretical support in policy for the socially desirable outcomes of equal access and non-discrimination, though none for a comprehensive definition of diversity. In practical, implementation-related policies significant problems arise. When applied to students with disabilities, there are inherent flaws in the market-based model that is supposed to drive innovation and competition. Policies do not aggressively promote charters vying for the opportunity to educated disabled students. Charter schools are disincentivized to educate students with severe disabilities by fiscal and accountability measures in current policy. Effective remedies to these problematic areas will require fundamental changes in approach to educating disabled students, not simply privatizing current special education practice. / Urban Education

This study identified key instructional practices for science, technology, engineering, and mathematics (STEM) lessons for students with disabilities (SWD) based on the perceptions of teachers. Barriers to STEM lessons for SWD were identified, as well as the professional development desired by teachers. SWD can benefit from participation in STEM lessons. STEM is an acronym that is often defined as an interdisciplinary approach to learning by incorporating at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. This basic qualitative study consisted of 13 interviews (5 elementary, 4 middle, and 4 high school) with teachers from 12 schools. Results were analyzed using deductive coding to identify instructional practices, barriers, and recommended professional development. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, teachers believe that professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category. The information gained should support teachers and school leaders with inclusivity of SWD in STEM lessons. / Doctor of Philosophy / Implementation of key instructional practices for STEM lessons can improve inclusivity for SWD. Knowledge of barriers and desired professional development can also increase inclusiveness. STEM is an acronym that is often defined as an interdisciplinary approach to learning that incorporates at least two of the disciplines with real-world applications through problem-solving projects. STEM lessons can offer opportunities for K–12 students to engage in 21st-century skills and the 5 C's (citizenship, collaboration, communication, creativity, and critical thinking), which are skills that are desired for college and career readiness and for competition in a global economy. Through a basic qualitative study involving 13 teachers (5 elementary, 4 middle, and 4 high school) from 12 schools, information about SWD's participation in STEM lessons was gained. Findings suggest that knowledge of the SWD, building relationships, use of support staff and others, intentional grouping, assigned group roles, hands-on learning, and classroom modifications helped SWD gain access to STEM lessons. In addition, student ability level, lack of adult support, and time limitations were identified as barriers for SWD's participation in STEM lessons. Finally, the results revealed that teachers believe that more professional development is needed in teacher collaboration and student disability knowledge. Teachers want the opportunity to work together during STEM lesson development and also during implementation of STEM lessons. Teachers also want to learn more about specific strategies for each disability category.

The purpose of this non-experimental, correlational quantitative study was to compare the graduation rates of first-time, full-time students with disabilities to those of first-time, full-time students in the general population at the participating university. The sample used for analysis was full-time, first-time students entering between 2015 and 2020. Using archival data from the Disability Services database and the University's Banner system, four- and six-year graduation rates were compared. The original data set consisted of 22,070 students in the starting focus cohorts. After removing entering transfer students and students who enrolled in less than 15 credits for their entering semester, 8,337 first-time, full-time students were analyzed. The variables included in the study were gender and general population students or students registered with disability services. Six research questions were answered in this study, using chi-square two-way analysis in crosstabs, comparing the general population students and students registered with disability services. The data analysis compared overall four- and six-year graduation rates, male four- and six-year graduation rates, and female four- and six-year graduation rates. Analyses found the participating university had higher graduation percentages of students with disabilities when compared to the general population students for the entering cohorts of focus, with a significant difference in graduation rates across various categories: overall four- and six-year graduation rates, male four- and six-year graduation rates, and female four- and six-year graduation rates.

This study examines selected variables as they relate to the performance of sixth-grade learning disabled (LD) and behaviorally-emotionally handicapped (BEH) students on minimum competency tests administered by the North Carolina public schools. The sample consisted of 313 LD and 79 BEH subjects who attended the 1988 Basic Education Program Summer School in 38 selected school districts. Data were collected describing the independent variables including students’ race, sex, handicapping condition, parent education level, and school and teacher characteristics including instructional time, class size, teacher training, and teacher certification. The dependent variables for the study included language, reading, and mathematics performance scores on the Minimum Skills Diagnostic Tests (MSDT). Data were analyzed by utilizing a multiple regression model to describe the relationships between selected demographic and school variables and language, math, and reading gain scores on the MSDT and by utilizing dependent t tests for differences between the means for pre- and post-test performances. Although gains were made by LD and BEH students on the MSDT, it was concluded that the student and school variables used in the study were not predictive of achievement. / Ed. D.

The goal of this ethnographic research study was to illuminate and analyze how one group of students, some identified with disabilities, experienced learning in an inclusive mathematics classroom. The data collection took place in one second-grade general education classroom. An interactional ethnographic approach was used to analyze the motivations of students with disabilities for participating when presented with high-level mathematics tasks within the classroom, as indicated by the Instruction Quality Assessment toolkit. I used Self-Determination Theory as a lens to analyze how students’ autonomy, competence, and relatedness impacted their participation. From informants' self-reported perceptions of self-determination through an initially adapted Basic Psychological Needs Assessment survey, I focused my observations on what might impact student motivation or willingness to participate. By uncovering what collaboration and participation looked like in this classroom, as described by key informants and evidenced through their discursive actions, I used a domain and taxonomic analysis to construct and organize my findings. Two taxonomies were constructed, ways to get help and ways to give help, based on informants’ constructions of 1) how to collaborate within their group and 2) how to communicate during a mathematical disagreement. The analysis disclosed two ways of getting help and six ways of giving help. Participation was consistent during high-level or low-level tasks presented by the teacher during collaborative time. The findings revealed that informants preferred the role of giving help and often refused help from group members. There are two major conclusions of this work: 1) There is a need for analysis of student discourse during mathematical disagreements, as students get, give, and refuse help; and 2) Perspectives of students with disabilities in inclusive mathematics classrooms should continue to be explored with efforts to promote mathematical agency in all learners.

This research study addressed a gap in literature regarding academic college readiness of English learners (ELs). The Preliminary Scholastic Aptitude Test 8/9 (PSAT 8/9) was utilized to analyze the college readiness of English learners (ELs) in one large urban school district (LUSD) in Central Florida. The study analyzed if there were differences in achievement scores in mathematics and evidence-based reading and writing (EBRW) scores of Grade 9 ELs, non-ELs, and ELs with disabilities. Student Grade 9 PSAT scores from the 2016-2017 school year through the 2021-2022 school year were examined (N = 53,105). Results from the study demonstrated differences in the college readiness of ELs and non-EL Grade 9 students with non-ELs demonstrating higher achievement. Results of this study can be used by comparable school districts to provide earlier intervention and additional supports for ELs support in the development of academic college readiness.

Thesis (MEd)--Stellenbosch University, 2013. / Bibliography / ENGLISH ABSTRACT: In this mini-thesis I share the action research that I undertook at the school where I teach. This research was an attempt to improve my practice in career guidance, a sub-division of Life Orientation. The need for a study of this nature was developed out of my experiences with matriculants who appear to be confused about their future careers they intent pursuing. It appeared that they lacked the capacity to do self-planning and did not really comprehend how to plan their future careers. In reflection on career guidance, in general, and my own teaching practice in particular, I came to the conclusion that there is a real problem in terms of the effectiveness of career guidance and that I, in my technicist attitude towards policies of the education department, perhaps unconsciously, became part of the maintenance of a fruitless practice. Although I dutifully carry out the curriculum according to the required education policies, there remain an uncertainty and a concern regarding the practicality surrounding career guidance and more so when it comes to disadvantaged students from rural areas. This compelled me to do some introspection about the way I was teaching and involving the learners in my career guidance classes. This introspection lead me to the realisation that the instrumentalist and technicist way of teaching (‘talk and chalk’ method of teaching) and my endeavour to finish my content and assessment tasks within a certain prescribed timeframe, were at odds with creative career guidance teaching. My classroom practice was trapped in the old methods, and I was caught up in the old traditional ways while teaching a 21st-century learner. In an effort to address the above-mentioned issues of concern, I address the following critical questions, namely: - How can career guidance be used as a tool to improve the life skills of learners from a poor rural school? - How can I improve my classroom practice? In Chapter one I explore my background and provide reasons why I got involved in this project. In my literature review, I suggest that the principles of the National Curriculum Statement Grades R–12 (2012) and the outcomes that the learners have to achieve have certain implications for classroom practice. This is in line with Cuseo’s (1996) view that basic education is guaranteed by not only giving form to the structure of the curriculum, but also to what happens between learners and teachers in the classroom. A detailed description of the two action research projects that were undertaken with Grade eleven learners at my school is given in Chapters four and five. In the final chapter of this thesis, I reflect on the research engaged in the classroom and I also reflect on the future of teachers as researchers. I believe that any attempt to improve the education and conditions of our rural and disadvantaged schools would go a long way in addressing the inequities prevalent in our society. / AFRIKAANSE OPSOMMING: In hierdie mini-tesis deel ek die aksienavorsing wat ek by die skool waar ek onderrig, onderneem het. Hierdie navorsing was ʼn poging om my praktyk in beroepsvoorligting, ʼn onderafdeling van Lewensoriëntering, te verbeter. Die noodsaaklikheid van ʼn studie van hierdie aard het voortgespruit uit my ervaringe met matrikulante wat totaal verward voorkom oor hul toekoms en ʼn kommerwekkende gebrek aan kapasiteit toon om selfbeplanning te doen en nie regtig weet hoe om hul toekoms te beplan nie. Tydens refleksie oor beroepsvoorligting in die algemeen en my eie onderrigpraktyk in die besonder het ek tot die slotsom gekom dat daar ’n wesenlike probleem ten opsigte van die effektiwiteit van beroepsvoorligting bestaan en dat ek, deur my tegnisistiese ingesteldheid teenoor beleide van die onderwysdepartement, dalk onbewustelik deel geword het van die instandhouding van ’n vrugtelose praktyk. Alhoewel ek pligsgetrou die kurrikulum en gepaardgaande onderwysbeleide uitvoer, stem hierdie onsekerheid en onbekwaamheid van ons leerders my tot kommer. Dit het my genoodsaak om terug te staan en my eie praktyk in heroorweging te neem en te bevraagteken. Hierdie introspeksie het my gelei tot die bewuswording dat my instrumentele en tegnisistiese ingesteldheid ook in my klaskamerpraktyk gemanifesteer word deurdat ek, in my strewe om inhoud en assesseringstake binne ʼn voorgestelde tydsraamwerk te voltooi, in my klaskamerpraktyk na die ‘talk’ en ‘chalk’-metode geneig het. My onderrigpraktyk was dus van ʼn ou, tradisionele aard en het nie tred gehou met die moderne eeu waarin ons onsself bevind nie. In ʼn poging om bogenoemde aspekte aan te spreek, bespreek ek die volgende kritiese vrae: - Hoe kan beroepsvoorligting gebruik word as ʼn hulpmiddel om die lewensvaardighede van leerders van ʼn arm landelike skool te verbeter? - Hoe kan ek my praktyk in die klaskamer verbeter? Ek suggesteer ook in my literatuuroorsig dat die beginsels waarop die Nasionale Kurrikulumverklaring grade R–12 (2012) rus en die uitkomstes wat deur die leerders bereik moet word ʼn sekere klaskamerpraktyk impliseer. Hierdie aanname is in ooreenstemming met Cuseo (1996) se siening dat algemene onderwys verseker word deur nie net aan die struktuur van die kurrikulum vorm te gee nie, maar deur ook aan wat tussen leerders en onderwysers in die klaskamer gebeur, vorm te gee. ʼn Gedetailleerde beskrywing van my twee aksienavorsingsprojekte, wat ek met graad elf-leerders by my skool onderneem het, word in hoofstukke vier en vyf gegee. In die laaste hoofstuk van hierdie tesis reflekteer ek oor my navorsing in die klaskamer en die toekoms vir die onderwyser-navorser. Ek glo dat enige poging om die onderwys en toestande van ons landelike en minder-bevoorregte skole te verbeter ‘n lang pad sal gaan om die ongelykhede wat teenwoordig is in ons gemeenskappe aan te spreek. In Hoofstuk een verskaf ek inligting met betrekking tot my agtergrond en gee ook redes waarom ek by hierdie projek betrokke geraak het. In my literatuuroorsig fokus ek op aspekte wat direk en indirek aan die onderwerp van hierdie aksienavorsingstesis gekoppel word.

Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008. / Since 1994 the South African government has been committed to the transformation of the education system, including higher education. Higher education institutions have been encouraged to include individuals representing groups that had been excluded on the grounds of age, race, gender and, more specifically, students with disabilities. Within this transformation process, some of the biggest challenges higher education institutions face are policy changes, flexible curriculum delivery, alternative assessment procedures, the physical accessibility of the campus and the provision of support services for students with disabilities or special needs. Although policy development is an important stepping-stone, the reality is that proper practice, adequate awareness, and positive attitudes are required to effectively support and accommodate the diverse needs of students with disabilities. The primary objective of this study was to obtain an in-depth understanding of how students with disabilities experience support and barriers to their development at Stellenbosch University. The study was also based upon the assumption that it is important to hear the voices of students with disabilities before any recommendations in terms of the existing strategy can be suggested. This study was conducted by means of qualitative research, and the methods of data collection consisted of individual and focus group interviews as well as a literature review. The research findings may be described as follows: · Students with disabilities experienced both internal and external support and barrier factors and processes that impacted on their development. · Internal support and barrier factors and processes include emotional, behavioural, beliefs, physical and cognitive aspects. · External support and barrier factors and processes include peers, the faculty and department, university accommodation, the classroom and the university. · Four overarching themes that emerged from the data of the participants, namely attitudes and awareness, communication, level of inclusion, and advocacy, were outlined. The findings of the study have important implications for the support practices and training of academic staff and all role players at Stellenbosch University. Recommendations are also made to improve support services and the campus climate at Stellenbosch University to ultimately embrace diversity in order to offer an inclusive environment where the principles of equal opportunities, full participation and non-discrimination are dear to the heart of all the relevant role players involved in teaching, learning, service provision and policy making at Stellenbosch University.

There is no abstract available for this dissertation. / Department of Special Education