Dissertations / Theses: 'Students with disabilities – Services for – Texas' – Grafiati (2024)

Abstract:

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 hom*ogeneity 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.

Abstract:

The purpose of this study was to investigate special education outcomes in relation to state standardized testing. It specifically sought to determine if a relationship existed between selected data from the Texas Academic Excellence Indicator System (AEIS) comparing district students receiving special education services TAAS scores with selected district demographic, fiscal, and special education data. The population for this study consisted of all 2001-2002 grades 3-8 and 10 public school students with the exception of charter schools, special-purpose statutory districts, and state-administered districts. The reading analysis incorporated data from 896 Texas school districts. The mathematics analysis used data from 914 school districts. Multiple linear hierarchical regression was chosen as the method for statistical analysis. Data was obtained from the Texas Education Agency (TEA) as a special data pull. For both the reading and mathematics analyses, wealth and ethnicity were statistically insignificant although ethnicity individually accounted for a large percentage of the variance for both the reading (20.3%) and mathematics (13.2%) scores as well as producing negative β weights. All other predictor variables produced varying degrees of statistical significance. Community type, socioeconomic status, instructional expenditures per students, and instructional expenditures per student receiving special education services also produced negative β weights. Two variables in this study, enrollment and the percentage of students receiving special education services tested, produced positive β weights, substantial squared structure coefficients, and positive Pearson correlation coefficients. Of these two predictors, the strongest overall positive predictor for students receiving special education services success on the grades 3-8 and 10 reading and mathematics TAAS exams was the percentage of students receiving special education services tested. These percentages produced the largest positive correlations with passing rates (reading r = .283, mathematics r = .219) and the second largest regression coefficients (reading β = .224, mathematics β = .202). They individually accounted for the largest percentage of total criterion variance (reading = 33.0%, mathematics = 22.6%). For this study, these results clearly suggested that the dominant positive predictor of testing success for students receiving special education services was the percentage of students receiving special education services tested. Conversely, socioeconomic status was the dominant negative predictor.

Abstract:

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.

Abstract:

The No Child Left Behind Act changed the way educators taught students with disabilities (SWD), as this population has now become part of all districts' annual yearly progress. The problem this qualitative study addressed was that many biology teachers in a Texas suburban district were not effectively implementing evidence-based strategies for SWD. The study's conceptual foundation was based on Vygotsky's cognitive development theory that students achieve at higher levels when working in their zone of proximal development with support from peers or adults. The guiding question was intended to determine what strategies biology teachers were using to provide this support at schools with higher passing rates for SWD and how these strategies differed from those used by teachers in schools with lower passing rates. Participants interviewed were 6 biology teachers and 4 administrators from schools with both higher and lower passing rates for SWD to examine differences in strategies used by the two groups. Transcripts were coded and analyzed for common themes. Triangulation, member checking, and a second researcher re-coding selected data samples were used to insure data trustworthiness. Results indicated that SWD who had biology teachers using evidence-based strategies with follow-up activities scored higher on the state biology exam than those who did not and that participants would like to have special education teachers assist in developing effective biology lessons with the follow up activities for SWD. These findings were used to create a staff development project to help biology teachers use more evidence-based strategies and follow up activities. Based on results, SWD may have a greater array of career choices and may be prepared to make more informed biology and health-related decisions, thus promoting social change.

Abstract:

Students with disabilities face a variety of challenges that are not experienced by their able-bodied peers. Literature reveals that these students are less likely to succeed in higher education, earn their degrees, and often take more time to earn their degrees than the able-bodied majority. These students face stigma related to their disability and lack of acceptance among their peers and professors. Additionally, these students are tasked with the additional responsibility of disclosing their disability and requesting accommodations often without adequate preparation. The goal of this project was to write a grant proposal to fund a training program for students with disabilities pursuing postsecondary education. This program is designed to empower these students to become their own advocates and lead to their successes in higher education and beyond. Actual submission and funding of the grant are not required for the completion of the project.

Abstract:

The purpose of this study was to examine the satisfaction and understanding of parents of young children with disabilities in North Texas in regard to the special education services they receive through their local education authority. A mixed non-experimental research design utilizing the survey method was used to obtain the data collected from a sample of 230 parents with children with disabilities from preschool to elementary ages. Factorial analysis techniques were first used to assess the validity of the 14 quantitative items by splitting the sample into 2 equivalent groups: the development group and the validation group. Exploratory factor analysis extracted 2 factors after eliminating 4 items: satisfaction and understanding. This 2-factor structure was confirmed in the validation group. The final 10-item survey demonstrated satisfactory reliability and validity. Overall, parents were very satisfied with the special education services and reported a good understanding of those services. Two x two (number of children x years of services) ANOVAs were used to examine the differences on parental satisfaction and understanding. No statistically significant differences were found except that parents with 2 or 3 children were more satisfied than the counterparts with only 1 child in the special education program. This difference was practically meaningful. Data provided by 4 open-ended questions revealed that parent training and communication were the most popular strategies mentioned as methods to increase parental understanding of the special education process. The best sources of receiving special education information were ARD committees and teachers/diagnosticians. Excessive and wordy paperwork was the least helpful source of information regarding receiving special education. Postal-mail and the ARD meetings with diagnosticians were the best methods of acquiring special education information. Findings from this study, especially on the open-ended questions, suggested the special education program and services can be improved to better serve the parents and their children.

Abstract:

This case study describes services for students with disabilities at Karuna Home in Bylakuppe, Karnataka, India. Karuna Home is a residential rehabilitation center for students with cognitive or physical disabilities whose parents are Tibetan refugees. The study triangulated data from interviews, observations, and school documents to describe educational policies and procedures, and cultural attitudes toward disability. Results show that the Karuna Home program is undergirded by Buddhist thought and theology regarding care and concern for those in difficult circ*mstances. The school serves students with a range of mild to severe disabilities and is fully staffed, but teachers and other service providers generally lack training in assessment, curriculum, and instruction for students with disabilities. The most pressing needs were administrators' and teachers' lack of understanding about how to create data-based learning and behavioral objectives to meet students' individual needs, and how to monitor student progress.

Abstract:

Educational Psychology
Ph.D.
Given the increasing number of undergraduate students with psychiatric disabilities enrolling in college and the disproportionately high attrition rates among this group, it is important that researchers understand the experiences of these students and identify and address the barriers to higher education that face this population. While most college campuses make a number of modifications, accommodations, and services available to students with registered disabilities, researchers suggest that many students with psychiatric disabilities fail to either register or make effective use of such services. Research has found that the endorsem*nt of disability identity impacts the proactive utilization of valuable academic accommodations and promotes students’ academic success. However, little is known about how disability identity is shaped and maintained within the context of college. Still, even less is known about the experiences of students with psychiatric disabilities or how they construct meaning pertaining to their disability within college. The current study explored the processes by which undergraduate students with psychiatric disabilities make meaning of their disability identity through interaction and participation within the college context. Furthermore, I explored students’ decisions regarding disability disclosure and the utilization of support services as one means of understanding a motivated action indicative of disability identity. I employed an interpretative phenomenological approach to gain insight into the perceptions, meaning making, and lived experiences of undergraduate college students with psychiatric disabilities regarding the contextualized construction of disability identity. The results of the analysis suggest that disability identity is dynamic and constructed through interactions with others and participation in various activities and experiences presented in the college environment. These findings contribute to the literature on identity formation in college students with psychiatric disabilities and provide important implications for theory, research, and practice.
Temple University--Theses

Abstract:

This study examined what differences in resiliency traits, if any, exist between successful and non-successful first and continuing-generation college students through the use of a survey. For the purposes of this study, first-generation students were those students whose parents have never attended college and continuing-generation college students were those students whose parents have attended some college. For the purposes of this study, the term successful was defined as those students who after being enrolled during fall 2005 re-enrolled for the spring 2006 semester and the term non-successful is defined as those students who after being enrolled fall 2005 semester failed to re-enrolled for the spring 2006 semester. A sample of 164 students was surveyed by collecting demographic data, resiliency traits, attitudinal characteristics, level of familial support, and reasons for dropping out of college. A sub-sample of 40 students participated in a face-to-face, in-depth interview. This study found that successful first-generation community college students possessed certain common qualities or resilient characteristics that include: 1) social competence, 2) problem-solving skills, 3) critical consciousness, 4) autonomy, and 5) sense of purpose. Through the face-to-face interviews common themes emerged. Many of the students used similar words to describe their feelings and experiences about beginning, continuing and withdrawing from college. Many of the first-generation college students expressed the lack of familial support once they enrolled. Common themes emerged for the continuing-generation college students in that each student was comfortable with the process of selecting a major, selecting courses to enroll in, and the amount of time they expected to devote to studying. The return rate for each of the four groups studied was limited and rigorous follow up efforts failed to increase the return rate. This is a fundamental limitation of the study, and the results can only be generalized to the institution studied. However, the findings in this study are consistent with the literature on retention and dropout rates for these students.

Abstract:

This study explores where African American college students find mental health support and why those supports are chosen. Greater knowledge of the sources of mental health support sought by African American college students can assist higher education institutions in adapting current services to meet the needs of this specific student population. A qualitative phenomenological approach was utilized, and the study's sample included twelve participants, 6 female and 6 male, from a large public four-year university in Texas. These participants, undergraduate students with ages ranging from 18 to 24, were given a survey and completed two semi-structured interviews throughout one semester. Results indicated that study participants were more likely to utilize informal than formal support for their mental health and many had no source of support. Family stigma, peer attitudes, as well as internal and external pressures all influenced participant's choices to seek support. Based on findings from the study, recommendations for two distinct groups, counseling center directors and higher education administrators, are also discussed.

Abstract:

The present study explores the role of special services and accommodations for the academic success of college students with disabilities. Two students participated, one with mild attention-deficit hyperactivity disorder (ADHD) and one with a severe language disorder. Unstructured interviews were used to examine participants' perceptions of the effectiveness of special services and accommodations. Other factors contributing to students' progress in school, such as areas of learning strengths, effort and assistance from teachers, peers and family members, as well as lack of appropriate services and funding, were also discussed by the participants. Participants' personality characteristics and life circ*mstances appear to influence their performance in school as well. The present study may inform practice by promoting a more personalized approach to the selection of special services and accommodations.

Abstract:

Although the attitudes of non-disabled individuals toward people with disabilities (PWDs) have been studied for years, most of those studies were conducted outside of Ethiopia and very little has been written about Ethiopians and their attitudes toward PWDs. The current study examined the attitudes of Ethiopian college students toward persons with visible disabilities. Secondarily, the study identified variables that may affect these attitudes.Past studies identified that negative attitudes have created societal barriers affecting the quality of life of PWDs. The non-participation of PWDs in society has been very evident in Ethiopia; however. Because negative attitudes are barriers, without identification and adequate measurement of the attitudes, changing them is difficult. This study provided information about the attitudes of a group of university students at Addis Ababa University who might be influential in the future inclusion of PWDs in Ethiopia as future elite professionals in Ethiopian society.This study collected data on Ethiopian college students' attitudes toward people with visible disabilities as measured by the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS). This study examined the students' attitudes and also identified significant variables. The results of the CFA, T-test, ANOVA, and correlation analyses provided some major findings. First, the CFA conducted indicated that the model of MAS for the Israeli sample did not fit the Ethiopian sample. The first CFA was conducted because the MAS was only used with the Israel sample. There were no studies which utilized the MAS to compare it to. The results indicated that 12 out of 34 item loaded below .4, indicating that the model of the MAS did not fit. The second CFA was conducted using the 22 items which loaded above .4, while it fit better the first one, over all it did not fit the model. The MAS indicated that Ethiopian college students have negative attitudes in general. The variables gender, level of education, year in school, academic major, contact level, self-esteem, and cultural orientation proved to be significant factors which affected attitudes toward disabilities. Limitations of the study and future research recommendations were discussed.

Abstract:

Educational Psychology
Ph.D.
The current study investigated the motivation of college students with disabilities to disclose their disability(s) to the university and to utilize disability support services. Eleven college students with a diversity of invisible disabilities from a large university were interviewed using a narrative approach. Analysis involved a combination of inductive and deductive procedures informed by Self-Determination Theory (SDT) (Ryan & Deci, 2002; Deci & Ryan, 2000). The analysis identified six themes in the narratives within which students' experiences were analyzed as more or less supportive of their psychological needs of autonomy, competence, and relatedness: (1) Disability Construction; (2) High School Experience; (3) Significant Adults; (4) Disability Resources and Services (DRS) and other Services; (5) Interactions with Faculty; and (6) Interactions with Peers. An important conclusion of the analysis was that students' motivation and decision to disclose their disability and to utilize support services was framed by the level of acceptance of their disability--or, in self-determination theory terms, their integration of their disability to their authentic self. Students' narratives that suggested integration of the disability to the self also included indication of the students being more proactive, agentic, flexible, adaptive, and open in disclosing their disability to the university, to faculty and to peers, and in utilizing support services. In contrast, students' narratives that suggested partial or non-integration of the disability, and ambivalence towards being labeled with a disability, also included indication for hesitance, rigidity, and less adaptive patterns of disclosure and utilization of services. Different levels of integration of the disability in students' narratives were concordant with indication in the narratives of different levels of support for the psychological needs of autonomy, competence, and relatedness--particularly by significant adults at home and in high-school. These general psychological-motivational patterns manifested in the narratives as individual profiles that integrated the six themes into the unique narrative of each participant. The study ends with consideration of the implications of the findings to future research and possible ways by which university disability support services may promote effective utilization of services by students with disabilities.
Temple University--Theses

Abstract:

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.

Abstract:

This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing demands with the revised state accountability system. For example, students with disabilities are required to take the Texas Assessment Knowledge and Skills Test (TAKS) and on grade level. Hence, one of the strategies of schools has been to mainstream or include special education students in the regular classroom. Inclusion provides the opportunity for students with disabilities to be educated in the general education curriculum with their non-disabled peers. This study investigated the attitudes of Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. The principals' personal experiences, professional training, and formal training in inclusion were examined. This study was a qualitative study using survey methodology. The Principal's Inclusion Survey developed by Cindy Praisner and G.H. Stainback was distributed electronically to 1211 Texas high schools. With the permissions of Praisner and Stainback, the survey was loaded into Survey Monkey, which is a website for creation of professional online surveys. Data was analyzed using descriptive statistics. The return rate was 395 (32.1%) overall responses. The results of the study concluded that majority of the principals agreed that inclusion of students with disabilities into the general education classroom was the best placement for the disabilities listed in the survey. However, for the more severe disabilities, the principals favored a more non-inclusive setting. Those disabilities included mental retardation and serious emotional disturbance. For the cognitive disabilities, combinations of an inclusive and non-inclusive setting were chosen. Also revealed in the study is that principals did not receive inclusion training as part of their formal education, but more emphasis was placed on special education law. The results of the survey indicated more training should be provided for principals in inclusion during their formal training.

Abstract:

The purpose of this study was to examine the achievement of students with specific learning disabilities over a six-year period, from their initial placement in special education until their second triennial evaluation.;The study proposed to look at changes in achievement for the entire sample (n = 103) labeled specific learning disabled, and for three subgroups of this population. The subgroups were: (a) students whose criteria for classification as specific learning disabled included a discrepancy between achievement and their full scale IQ score (n = 74); (b) students whose criteria for classification as specific learning disabled included a discrepancy between achievement and their verbal IQ score (n = 5); and (c) students whose criteria for classification as specific learning disabled included a discrepancy between achievement and their performance IQ score (n = 24). The study also examined relationships between achievement and the following nominal variables: (a) sex, (b) ethnicity, (c) area(s) of academic deficit, (d) type of processing disorder and (e) level of services received.;The major Findings of this study were: (1) The full sample of students with specific learning disabilities made significant gains in achievement over the six-year period of the study. (2) The subgroup of the sample, identified based on a discrepancy between full-scale IQ and achievement, made significant gains in achievement over the six-year period of the study. (3) The subgroup of the sample, identified based on a discrepancy between performance IQ and achievement, did not make significant gains in achievement over the six-year period examined. (4) There were significant differences, in both ability and achievement, between the subgroup identified based on full-scale IQ and the group identified based on performance IQ. The full-scale subgroup scored higher on both measures. (5) There were moderate differences in measured ability levels, and significant differences in measured achievement levels, between males and females in the study. Males scored higher on both measures. (6) There was not a significant relationship between gains in achievement and the nominal variables of sex and ethnicity. (7) There were significant relationships between IQ and achievement, and placement had lower IQ and achievement levels. (8) Black and Hispanic students were overrepresented in the sample whereas Asians were underrepresented. (9) Males were overrepresented in the sample whereas females were underrepresented.

Abstract:

Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2002.
Typescript. Abstract precedes thesis as 2 preliminary leaves. Source: Masters Abstracts International, Volume: 45-06, page: 2769. Includes bibliographical references (leaves 57-60).

Abstract:

This study addresses systemized transition planning and preparation for adult adjustment of secondary students with disabilities. Transition planning and preparation for youth with disabilities as they move from school to work and community adjustment is essential; however, thorough planning is rarely accomplished.Therefore, it is important to study the level at which transition services are currently delivered for secondary students with disabilities and to examine factors that affect delivery of those services. This study investigates (a) the status of transition services in Virginia school Divisions, (b) the status of specific factors that may affect delivery of transition services, (c) factors related to delivery of transition services and (da) demographics about persons most responsible for coordination of transition in local school divisions. Specifically, four transition service areas were examined: a) integration of students with disabilities with nondisabled peers, b) instructional programs, c) coordinated planning and d) support services. Also investigated were three factors that affect delivery of transition services: a) cooperation of vocational and special education, b) administrative support and c) a formal interagency transition team.Findings indicated the degree to which transition services were delivered across the state, as well as relationships between the level of delivery of transition services and the factors that were examined. Positive correlations demonstrated that the greater the level of administrative support for transition at the local level, the greater the level of delivery of transition services. Further, the greater the level of cooperation of vocational and special education, the greater the level of delivery of transition services. Existence of an interagency team correlated substantially with coordinated planning services.
Ed. D.

Abstract:

Transition is a process that occurs throughout life. The focus of this basic qualitative study was on the services and programs provided to individuals with autism and intellectual disabilities. This study included the exploration of participants’ experiences in the classroom and community. There was limited research on current pioneers in the area of transition services for individuals with disabilities between the ages of 18 and 22 who returned to the public school system for a Free Appropriate Public Education (FAPE). The literature review in this study included extensive research regarding the value of and many practical suggestions for designing quality transition programming to prepare each student with skills and competencies necessary for successful post-school outcomes. This study included interviews with transition coordinators, special education directors, special education teachers, and paraprofessionals. The research findings include observations of transition programs within the classroom and community setting, a review of Transition Individualized Education plans. The results from this study identified the services and programs that have led to successful post-secondary options for students with disabilities and revealed the following findings, community independence, soft and hard skills, utilization of visuals to design the curriculum, real-world activities, and age-appropriate experiences. The findings of this qualitative study suggested several implications for transition services and programs for students between the ages of 18 and 22 with autism and intellectual disabilities. School districts should offer community-based programs for students with disabilities starting at the age of 14, which would be in middle school. Despite the data collected during this study, services and programs for students with intellectual disabilities and autism continue to need fine-tuning.

Abstract:

The provision of effective support services in an efficient manner is a critical part of any university’s role to ensure that students with disabilities achieve academic outcomes. In South Africa universities are categorized into three types, namely traditional universities (offer theoretically-oriented degrees); universities of technology (offer vocational-oriented diplomas and degrees) and comprehensive universities (offer a combination of the other two). With their constitutional and policy framework obligations, universities are responsible for accommodating students with all types of disabilities. Pertaining to the awareness of social disparities, the quality of support services to students with disabilities still remains a concern. From various platforms it is evident that quality of support services to students with disabilities in South African universities is poor and in some instances crucial support devices do not exist at all. The pressures being felt by universities from external forces and the problems encountered in the extent of quality of support services has created the need for an appraisal. The purpose of this study, then, is to investigate and describe the quality of the support services provided to students with disabilities in a university context.

Abstract:

Students with disabilities at the postsecondary level face a number of different barriers to accommodation use. Past research has shown that students with disabilities that use accommodations obtain greater academic achievement and higher graduation rates. Limited research has been conducted to identify barriers to accommodation use, and the research that has been conducted has not sampled a population that was specifically identified as having faced barriers to accommodation use. By interviewing students with disabilities, who had been identified as having faced barriers, this study identified seven themes. Four of the identified themes were considered complex as they contained sub-themes, while the other three themes were more straightforward and contained no sub-themes. The four complex themes were Desire for Self-Sufficiency, Desire to Avoid Negative Social Reactions, Insufficient Knowledge, and Quality and Usefulness of DSS and Accommodations. The three straightforward themes were Negative Experiences with Professors, Fear of Future Ramifications, and Accommodations are Not Needed. It is hoped that the findings of this study help both disability support service providers and students with disabilities in making better and more informed decisions regarding barriers to accommodation use.

Abstract:

The purpose of the study was to determine if occupational investigation teachers and vocational administrators held similar or differing attitudes toward the occupational investigation courses in relation to the mainstreamed handicapped students they served. The following conclusions were warranted from the findings of the analyses of the data. Findings derived from multiple T tests indicate that occupational investigation teachers perceive all survey item statements concerning Admission, Review, and Dismissal (ARD) meetings and the content of Individual Education Programs (IEPs) as occurring to a significantly lesser degree than do vocational administrators. There is no significant discrepancy in their perceptions toward the current practices of occupational investigation teacher training, student assessment, classroom accessibility, course content, or special education assistance described in the survey items. The results of the multiple T tests indicate that there are no significant differences between the attitudes and perceptions of occupational investigation teachers and vocational administrators in Texas toward the future of any of the conditions reflected in the survey items. Teachers and administrators agree that all of the current conditions reflected by the items should be promoted to a higher degree in the future. The results of the multiple T tests indicate a high degree of significance in the disparity between teachers and administrators with regard to their attitudes toward the amount of change and the degree of improvement in the conditions in the survey item statements reflecting ARD committee meetings and the uses of IEPs. However, no significant disparity was found between their perceptions of the difference between the current practice and the optimum condition for items illustrating teacher training, classroom accessibility, course content, student assessment, or special education assistance.

Abstract:

This study analyzes effective service delivery in organizations serving the mentally retarded. Qualitative organizational analyses of three community care facilities were compared to assess effectiveness. Data were gathered by systematic observations, field notes, documents, and employee interviews. Program analysis, the funding system of service delivery, and staff attitudes best indicated effective service. I concluded that effectiveness would improve by focusing on individual consumer needs and further defining service delivery.

Abstract:

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.

Abstract:

This study examined differences in retention, graduation, and dropout between students in grades 9-12 in special education and regular education in the state of Texas for school years 1992-93 through 1995-96. The purpose was to gather information regarding the possible adverse effects of increased academic standards and mandatory testing on students with disabilities. The results indicate that when compared to students in regular education, students with disabilities are significantly more likely to be retained and are not experiencing the same decline in dropout rates as regular students. There is no indication that students with disabilities have been adversely affected by school reform but the size of the school district may play a significant role in whether or not students with disabilities dropout of school.

Abstract:

The purpose of this article is to outline bow school and rehabilitation counselors can work together more effectively to meet the needs of students with disabilities. School and rehabilitation counselors share similar education, goals, and values, and they bring complementary skills and knowledge to their work with students. By increasing their understanding of rehabilitation counseling, school counselors can broaden their professional activities with students with disabilities to enhance their transition into the post-high school world.

Abstract:

The purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators (89.3% response rate) completed a phone survey designed for this study. The study revealed that there were many inconsistencies among the higher education disability support programs in regard to programming, staffing and data collecting activities. The common denominator for determining the extent of data collection being performed within the responding community colleges appeared to be the Florida Department of Education, specifically the criteria requested annually by the Division of Community Colleges and Workforce Education. At all of the institutions surveyed, data collection activities were concentrated on numerical student data and did not consistently include program evaluation information. Finally, administrator training in program evaluation was positively associated with the responding disability support program's ability to participate in program evaluation activities. This study concluded with discussion of proposed recommendations for disability support administrators in the Florida community colleges.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

Abstract:

The role for the transition team leader (TTL) has not been formalized at the state level in Texas. The purpose of this study was to determine the current perceptions of the public school superintendents in Texas for the roles, responsibilities, and functions of the TTL. The framework of the survey questionnaire was based on eight categories of expertise for the TTL derived from a review of the literature and from professional experience in preparing handicapped individuals for the world of work. The findings are listed as desirable and undesirable characteristics for the role or job description of the TTL. The desirable characteristics for the role of TTL were viewed as: (a) having experience with handicapped populations, (b) having skills to supervise others, (c) being a liaison between agencies, (d) making program adjustments as needed, (e) providing training, (f) knowing how to explain the transition program to staff, (g) being a liaison with parents, (h) being a liaison with community employers, (i) knowing pertinent regulations, (j) knowing the characteristics for each of the handicapping conditions, and (k) knowing the options and barriers to transportation for handicapped individuals in the community. The least desirable characteristics identified with the role of the TTL were: (a) The need for certification of the TTL, (b) making curricular changes at the elementary level, (c) the TTL as the Educational Diagnostician, (d) the TTL as a parent of a handicapped individual participating in the transition program, and (e) the TTL encouraging severely handicapped individuals to remain in the public schools until the maximum age of 21. These categorical data were grouped by ESC area with urban, suburban, and rural demographics. These data were analyzed by a three-way ANOVA design and significant differences were found by category, by ESC area, and by population designation. The public school superintendents have perceived the role of the TTL as a new position, community-based, community-oriented, transferable, and requiring no additional certification procedures.

Abstract:

The purpose of this project was to develop aids and strategies for identifying and assisting adult students with learning disabilities. Using the Diagnostic and Statistical Manual of the American Psychiatric Association (DSM-IV 1994). The project addresses specific descriptions for identifying traits, behaviors, and characteristics in the recognition of: dyslexia; color blindness, tic disorders, Tourette's syndrome, scotopic sensitivity syndrome, behavior disorders, attention deficit disorder (ADD), attention deficit/hyperactivity disorder (ADHD), aphasic disorders, and autistic disorders.

Abstract:

The number of instructors introducing web-based elements in the course curriculum is growing and students need to be able to access content on the web to participate. As such, a campus website with accessibility design standards for course developers at California State University showed potential to greatly assist in equalizing the educational playing field for students with disabilities.

Abstract:

Thesis (Ph.D.)--Southern Illinois University Carbondale, 2007.
"Department of Educational Psychology and Special Education." Includes bibliographical references (leaves 143-156). Also available online.

Abstract:

The research reported herein examined the emotional and behavioral characteristics of adolescent Hispanic students with and without learning disabilities from a middle school in north central Texas. The data were based on all students enrolled at the campus (N = 986), but focused on 55 students of Hispanic descent with learning disabilities and 55 students without. The data accrued for this study utilized a school discipline database. In addition, a 43-item behavioral rating scale was completed on each student of the more focused group. Methods of data analysis were derived from descriptive statistics, one-way analysis of variance, and multiple regression measurements. The results indicate that Hispanic students with learning disabilities often exhibit more disruptive behaviors.

Abstract:

Thesis (MEdPsych (Educational Psychology)--Stellenbosch University, 2008.
Since 1994 the South African government has been committed to the transformation of theeducation system, including higher education. Higher education institutions have beenencouraged to include individuals representing groups that had been excluded on thegrounds of age, race, gender and, more specifically, students with disabilities. Within thistransformation process, some of the biggest challenges higher education institutions faceare policy changes, flexible curriculum delivery, alternative assessment procedures, thephysical accessibility of the campus and the provision of support services for students withdisabilities or special needs. Although policy development is an important stepping-stone,the reality is that proper practice, adequate awareness, and positive attitudes are required toeffectively 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 studentswith disabilities experience support and barriers to their development at StellenboschUniversity. The study was also based upon the assumption that it is important to hear thevoices of students with disabilities before any recommendations in terms of the existingstrategy can be suggested. This study was conducted by means of qualitative research, andthe methods of data collection consisted of individual and focus group interviews as well as aliterature review. The research findings may be described as follows:· Students with disabilities experienced both internal and external support and barrierfactors 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 anddepartment, university accommodation, the classroom and the university.· Four overarching themes that emerged from the data of the participants, namelyattitudes and awareness, communication, level of inclusion, and advocacy, wereoutlined.The findings of the study have important implications for the support practices and training ofacademic staff and all role players at Stellenbosch University. Recommendations are alsomade to improve support services and the campus climate at Stellenbosch University toultimately embrace diversity in order to offer an inclusive environment where the principles ofequal opportunities, full participation and non-discrimination are dear to the heart of all therelevant role players involved in teaching, learning, service provision and policy making atStellenbosch University.

Abstract:

This study investigated the relationship between community college institutional expenditures and student success in reaching momentum points. The 3 years of student cohorts of a large community college district in Texas formed the population. Student characteristics and institutional context characteristics served as control variables. Institutional financial data functioned as the independent variables. Student success variables (milestones and momentum points) served as dependent variables. Because each of the three cohorts contained over 10,000 students and displayed equivalent characteristics, the random sample of 7,634 students was drawn from the combined cohorts. Institutional financial variables predicted the milestones of reading readiness (χ2 = 315.10, df = 17, n = 3,495, p < .001) and writing readiness (χ2 = 296.64, df = 17, n = 3,149, p < .001). Financial variables contributed to the completion of English-1301 (χ2 = 1004.14, df = 17, n = 7,634, p < .001), college-level math (χ2 = 615.24, df = 17, n = 7,634, p < .001), 30 college-level credit hours (χ2 = 833.85, df = 17, n = 7,634, p < .001), and reenrollment the second fall semester (χ2 = 375.41, df = 17, n = 7,634, p < .001). Student services expenditures provided high odds for completion of English-1301 (odds ratio = 4.85 x 1014), college-level math (odds ratio = 5.24 x 1018), 30 college-level credits (odds ratio = 1.60x1015), and for re-enrollment in the second fall semester (odds ratio = 7.32 x 1014). Instructional expenditures and operations & maintenance expenditures also predicted student enrollment in the second fall semester. Student services’ influence on student engagement and success should inform decisions about programs for improving student success. Institutional policymakers may utilized these expenditure results support momentum point attainment. Finally, the influence of full time enrollment on student completion of milestones and momentum points in every regression model suggested resources for encouraging full-time, uninterrupted college enrollment are needed. Additional implications and recommendations are provided.

Abstract:

Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Cynthia Johnson. Dissertation Committee: Dawn Person. Includes bibliographical references (leaves 104-115).

Abstract:

This study explored the efficacy of using a virtual college campus to teach self-determination skills to middle school students with learning disabilities. Teaching self-determination skills is considered best practice for students with disabilities as they transition into adulthood. Three measures, a self-determination knowledge measurement scale, a behavior rubric, and 15 multiple choice questions measured self-determination knowledge and skill application ability with 71 middle school students with learning disabilities. The measures were used to determine whether the students who learned about self-determination skills in the virtual college setting during one training session displayed more knowledge and application of these skills than students who learned about and applied these skills in the natural setting. Empirical data revealed that overall, students made significant gains in their capacity to be self-determined in both natural and virtual settings. Students who participated in self-determination skills training in the virtual college setting displayed significantly more self-determination skills knowledge than the two control groups. Anecdotal evidence suggested that the students who learned in the virtual learning environment were also able to generalize these skills to both home and school settings after only one training session. Recommendations were made for future studies utilizing virtual learning environments to teach students with disabilities self-determination skills and increasing the use of digital media in teacher preparation programs.
Ph.D.
Department of Child, Family and Community Sciences
Education
Education PhD

Abstract:

Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 11, 2006. Dissertation Committee: Lanny E. Morreau, Ming-Gon J. Lian (co-chairs), Dianne Ashby, Jeffrey Bakken, Margaret Shaw-Baker. Includes bibliographical references (leaves 154-168) and abstract. Also available in print.

Abstract:

Thesis (Ed. D.)--Illinois State University, 1987.
Title from title page screen, viewed August 26, 2005. Dissertation Committee: Edward R. Hines, John L. Brickell (co-chairs), Mary Ann Lynn, Franklin G. Matsler, Oliver J. Williams. Includes bibliographical references (leaves 157-164) and abstract. Also available in print.