subject:(Special education)

Massey University

1. Banks, Rebecca Jane. The role of the special education itinerant teacher.

Degree: Master of Educational Psychology, 2013, Massey University

► This research is a qualitative case study examining the roles and responsibilities of the Special Education Itinerant Teacher on the support team of a student… (more)

Subjects/Keywords: Special education; Special education teacher

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APA (6^th Edition):

Banks, R. J. (2013). The role of the special education itinerant teacher. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/5661

Chicago Manual of Style (16^th Edition):

Banks, Rebecca Jane. “The role of the special education itinerant teacher.” 2013. Masters Thesis, Massey University. Accessed February 16, 2019. http://hdl.handle.net/10179/5661.

MLA Handbook (7^th Edition):

Banks, Rebecca Jane. “The role of the special education itinerant teacher.” 2013. Web. 16 Feb 2019.

Vancouver:

Banks RJ. The role of the special education itinerant teacher. [Internet] [Masters thesis]. Massey University; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/10179/5661.

Council of Science Editors:

Banks RJ. The role of the special education itinerant teacher. [Masters Thesis]. Massey University; 2013. Available from: http://hdl.handle.net/10179/5661

2. Carter, Wanda. Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships.

Degree: 2007, Rowan University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3274977

► Within the early 1970's, regular education teachers have been required in a position to include special education students in their classes with the assistance… (more)

Subjects/Keywords: Education; Special

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APA (6^th Edition):

Carter, W. (2007). Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships. (Thesis). Rowan University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3274977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Carter, Wanda. “Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships.” 2007. Thesis, Rowan University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3274977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Carter, Wanda. “Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships.” 2007. Web. 16 Feb 2019.

Vancouver:

Carter W. Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships. [Internet] [Thesis]. Rowan University; 2007. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3274977.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Carter W. Promoting authentic collaboration between special education and regular education teachers through fostering trust, communication, dialogue, and team building relationships. [Thesis]. Rowan University; 2007. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3274977

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

3. Lohman, Al E. Special education learning environments| Inclusion versus self-contained.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3450216

► The field of special education has been challenged by the quandary over which educational environment provides the best academic opportunities for students with learning… (more)

Subjects/Keywords: Education; Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Lohman, A. E. (2011). Special education learning environments| Inclusion versus self-contained. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3450216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Lohman, Al E. “Special education learning environments| Inclusion versus self-contained.” 2011. Thesis, Lindenwood University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3450216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Lohman, Al E. “Special education learning environments| Inclusion versus self-contained.” 2011. Web. 16 Feb 2019.

Vancouver:

Lohman AE. Special education learning environments| Inclusion versus self-contained. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450216.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Lohman AE. Special education learning environments| Inclusion versus self-contained. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3450216

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

4. Koch, Katherine A. Dual Role| Parent and Teacher of Children with Disabilities.

Degree: 2011, College of Notre Dame of Maryland

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3454788

► The purpose of this qualitative study was to explore the experiences of teachers who have a dual role, one of being both parent and… (more)

▼ The purpose of this qualitative study was to explore the experiences of teachers who have a dual role, one of being both parent and teacher of a child or children with disabilities. Data were collected in a qualitative methodology (phenomenology) through semi-structured, one-on-one interviews with participants about their experiences of being both a parent and a teacher of children with disabilities. Questions focused on (1) how the teachers experienced their roles, (2) how they addressed role conflict, (3) their experiences with communication with parents of children with disabilities and their general education colleagues, and (4) their thoughts and experiences regarding their pedagogy. Twenty special education teachers were interviewed: 11 were parents of children with an educational disability and nine had children without a disability label. While participants included both parents of children with and without disabilities, the primary purpose of the study was not intended to be a comparison between the groups. By having the two groups, it was hoped that an awareness of the experiences of special education teachers who are parents of children without disabilities would strengthen and clarify the researcher's understanding of the experiences of those teachers who do have children with disabilities. Following the interviews, the statements were analyzed and categorized into themes. An analysis of the findings reveals that special education teachers who are parents believe that their parenting experience has had a positive influence on their teaching practices and pedagogy. Those parent-teachers, who have children with a disability, report they are better able to empathize with the parents of their students, have a better understanding of what it means to be a student with a disability and can bring a broader knowledge of disability and disability intervention to the classroom. Suggestions for pre-service and in-service teacher professional development are offered, the most important being disability awareness and understanding of the parent experience.

Subjects/Keywords: Education; Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Koch, K. A. (2011). Dual Role| Parent and Teacher of Children with Disabilities. (Thesis). College of Notre Dame of Maryland. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3454788

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Koch, Katherine A. “Dual Role| Parent and Teacher of Children with Disabilities.” 2011. Thesis, College of Notre Dame of Maryland. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3454788.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Koch, Katherine A. “Dual Role| Parent and Teacher of Children with Disabilities.” 2011. Web. 16 Feb 2019.

Vancouver:

Koch KA. Dual Role| Parent and Teacher of Children with Disabilities. [Internet] [Thesis]. College of Notre Dame of Maryland; 2011. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3454788.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Koch KA. Dual Role| Parent and Teacher of Children with Disabilities. [Thesis]. College of Notre Dame of Maryland; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3454788

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

5. Marsters, Aaron E. An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel.

Degree: 2011, University of Maryland, College Park

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3461554

► Federal legislation, professional standards, and school district initiatives mandate or support the consideration and application of assistive technology (AT) devices and services for students… (more)

▼ Federal legislation, professional standards, and school district initiatives mandate or support the consideration and application of assistive technology (AT) devices and services for students with disabilities. It is not known if practitioners in the field have the knowledge and skills required to successfully implement AT and AT services as intended. This was an exploratory study to describe and compare the level of AT knowledge among special education professionals and related service providers, identify AT training needs, and determine staff perceptions of the availability and effectiveness of AT technical assistance and support within a school system that serves a large number of parents serving in the military. The study was implemented with descriptive and inferential statistical techniques employed through a self-administered web-based questionnaire. Of the 87 professionals randomly selected, 42 participated. Special education professionals indicated a lack of essential skills and knowledge on selected AT knowledge and skill measures and current AT practices do not meet established AT quality indicators. Each professional had AT knowledge specific to their profession, but the quality and depth of the AT knowledge was similarly limited. The findings question the current effectiveness of existing AT training, policy, and supports across professional disciplines. Results suggested this is in part due to a lack of operational device knowledge and skills compounded by uncertainty of district AT procedures and policy for low and high assistive technology. Timely technical support and professional access to AT Lending Libraries were identified as interventions currently working. The results support a growing body of research in the field of AT regarding the lack of knowledge and skills of special education and related service providers. These results have implications for pre-service AT preparation programs, in-service trainings, and district policy and infrastructure support.

Subjects/Keywords: Education; Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Marsters, A. E. (2011). An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel. (Thesis). University of Maryland, College Park. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3461554

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Marsters, Aaron E. “An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel.” 2011. Thesis, University of Maryland, College Park. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3461554.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Marsters, Aaron E. “An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel.” 2011. Web. 16 Feb 2019.

Vancouver:

Marsters AE. An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel. [Internet] [Thesis]. University of Maryland, College Park; 2011. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3461554.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Marsters AE. An exploratory study of the assistive technology knowledge, skills, and needs among special education teachers and related service personnel. [Thesis]. University of Maryland, College Park; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3461554

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

6. Arico, Anthony, III. The Effect of Class Size on Inclusion Student Academic Success.

Degree: 2011, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3473576

► The No Child Left Behind Act (NCLB) of 2001 is based on the principle that setting high academic expectations and establishing measurable goals can… (more)

Subjects/Keywords: Education; Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Arico, Anthony, I. (2011). The Effect of Class Size on Inclusion Student Academic Success. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3473576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Arico, Anthony, III. “The Effect of Class Size on Inclusion Student Academic Success.” 2011. Thesis, Walden University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3473576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Arico, Anthony, III. “The Effect of Class Size on Inclusion Student Academic Success.” 2011. Web. 16 Feb 2019.

Vancouver:

Arico, Anthony I. The Effect of Class Size on Inclusion Student Academic Success. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473576.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Arico, Anthony I. The Effect of Class Size on Inclusion Student Academic Success. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473576

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Delaware

7. Fina, Nicholas J. Defining the Community-based Education Alliance| Outcomes, values, purposes, and operating model.

Degree: 2009, University of Delaware

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3360284

► This paper explores the stakeholder values, desired student outcomes, organizational purposes, and operating model of the Community-based Education Alliance (CBEA), a transition program operated… (more)

▼ This paper explores the stakeholder values, desired student outcomes, organizational purposes, and operating model of the Community-based Education Alliance (CBEA), a transition program operated by a partnership between the Center for Disabilities Studies of the University of Delaware, and two school districts in New Castle County, Delaware. The conceptual framework for this evaluation assumes the following dynamics. Stakeholders share some of their personal values relevant to an interest area with other stakeholders. Shared values lead to common opinions about desired student outcomes. Desired outcomes drive formulation of purposes for an organization like CBEA. An operating model that supports the purposes and cultures of the involved entities develops. The operating model of a transition program includes descriptions of features, flows, and structure. Using eight focus-group interviews with 28 CBEA stakeholders, I studied relationships among desired outcomes, purposes, and the operating model of CBEA. I compared the CBEA operating model with those found at three programs operating at Violet State University, the University of the Southeast, and the University of Technology and Engineering (all names disguised). Using this data, I surveyed stakeholders (N=92) of CBEA to validate the opinions expressed by the focus groups and to determine their thoughts on the differences between the CBEA operating model and those at the other three universities. In this paper, outcomes are defined as “states of being” for participants in the CBEA program. Purposes are reasons why CBEA exists, expressed in this paper as activities in which CBEA engages in order to help participants achieve desired outcomes. Outcomes mentioned most often by focus group participants were those related to independence, employment, and socialization. In general, the 14 responses to the survey were consistent with the focus group results. Development of skills for job acquisition and self-determination and assembly of collaborative teams were the organizational purposes most frequently mentioned by the focus groups. Job acquisition and self-determination were also the two most-often mentioned purposes by survey respondents. Each of the three comparable programs I visited between April and August provided insights through their differences in structure, features, and areas of emphasis. For example, none of the other programs involved a university interacting with more than one school entity, whereas CBEA had three separate contracts in the 2007-08 school year and two in 2008-09. One program required students to take college courses as a condition of participation, whereas CBEA students don’t take courses except on occasion. Structurally, the four programs are dissimilar, showing that there is no formulaic approach. A presentation at the CBEA Advisory Committee meeting in October and the survey (conducted in November and December) provided a means for validating focus group results and…

Subjects/Keywords: Education; Special

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APA (6^th Edition):

Fina, N. J. (2009). Defining the Community-based Education Alliance| Outcomes, values, purposes, and operating model. (Thesis). University of Delaware. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3360284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fina, Nicholas J. “Defining the Community-based Education Alliance| Outcomes, values, purposes, and operating model.” 2009. Thesis, University of Delaware. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3360284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fina, Nicholas J. “Defining the Community-based Education Alliance| Outcomes, values, purposes, and operating model.” 2009. Web. 16 Feb 2019.

Vancouver:

Fina NJ. Defining the Community-based Education Alliance| Outcomes, values, purposes, and operating model. [Internet] [Thesis]. University of Delaware; 2009. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3360284.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fina NJ. Defining the Community-based Education Alliance| Outcomes, values, purposes, and operating model. [Thesis]. University of Delaware; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3360284

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

8. Belaney, Craig J. Alternative school students' perceptions of their life journeys.

Degree: 2008, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3291998

► The purpose of this qualitative study was to develop a better understanding of how urban adolescents with disabilities in alternative schools make sense of… (more)

Subjects/Keywords: Education; Special

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Belaney, C. J. (2008). Alternative school students' perceptions of their life journeys. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3291998

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Belaney, Craig J. “Alternative school students' perceptions of their life journeys.” 2008. Thesis, The George Washington University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3291998.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Belaney, Craig J. “Alternative school students' perceptions of their life journeys.” 2008. Web. 16 Feb 2019.

Vancouver:

Belaney CJ. Alternative school students' perceptions of their life journeys. [Internet] [Thesis]. The George Washington University; 2008. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3291998.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Belaney CJ. Alternative school students' perceptions of their life journeys. [Thesis]. The George Washington University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3291998

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

9. Keller-Allen, Chandra. The disproportionality of students designated limited English proficient in high incidence disability categories.

Degree: 2009, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3315178

► This study used the 2004 U.S. Department of Education, Office for Civil Rights Data Collection of a nationally representative sample of districts to investigate… (more)

▼ This study used the 2004 U.S. Department of Education, Office for Civil Rights Data Collection of a nationally representative sample of districts to investigate the disproportionality of limited English proficient (LEP) students in the categories of learning disabilities (LD), mental retardation (MR), and emotional disturbance (ED). The term "disproportionality" describes circumstances in which a minority group is represented in special education at a greater or lesser rate than non-minority group members (Williams, 2007). The disproportionality of racial and ethnic minorities has been well documented (Donovan & Cross, 2002; Heller et al., 1982; Losen & Orfield, 2002) yet little is known about the disproportionality of linguistic minorities (Klingner & Artiles, 2003). Relative risk ratios, using non-LEP students as the comparison group, and confidence intervals were constructed for each district to determine if LEP students are disproportionately represented in each of the three disability categories. Planned comparisons were used to determine if significant differences exist in mean relative risk ratios between (a) districts with smaller versus larger LEP student populations and (b) elementary schools and secondary schools. Findings indicate a distinct difference in LEP student representation between academically and behaviorally based disabilities. Approximately one-third of districts have significant overrepresentation and one-third have significant underrepresentation of LEP students in LD and MR, whereas LEP students are significantly underrepresented in ED in over three-fourths of districts. Planned comparisons indicate (a) districts with 99 or fewer LEP students have significantly higher risk for LEP students being identified for LD than districts with 100 or more LEP students; (b) districts with 100-999 LEP students have significantly higher risk for LEP students being identified for LD and MR than districts with 1,000 or more LEP students; and, (c) secondary schools have significantly greater risk of LEP students being identified for LD, MR, and ED than elementary schools. Recommendations include redesigning teacher preparation programs to incorporate a sustained focus on cultural competence, amending IDEA and NCLB, establishing and supporting a prioritized research agenda, and investigating the efficacy of response to intervention and positive behavior support systems as ways to mitigate LEP student disproportionality.

Subjects/Keywords: Education; Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Keller-Allen, C. (2009). The disproportionality of students designated limited English proficient in high incidence disability categories. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3315178

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Keller-Allen, Chandra. “The disproportionality of students designated limited English proficient in high incidence disability categories.” 2009. Thesis, The George Washington University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3315178.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Keller-Allen, Chandra. “The disproportionality of students designated limited English proficient in high incidence disability categories.” 2009. Web. 16 Feb 2019.

Vancouver:

Keller-Allen C. The disproportionality of students designated limited English proficient in high incidence disability categories. [Internet] [Thesis]. The George Washington University; 2009. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3315178.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Keller-Allen C. The disproportionality of students designated limited English proficient in high incidence disability categories. [Thesis]. The George Washington University; 2009. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3315178

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

10. Jackson, Sharon Y. Supporting beginning special education teachers of students with low incidence disabilities in urban settings.

Degree: 2008, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3315242

► Attrition rates for beginning special education teachers are extremely high contributing to the overall shortage of special education teachers nationwide. Research suggests that poor… (more)

Subjects/Keywords: Education; Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Jackson, S. Y. (2008). Supporting beginning special education teachers of students with low incidence disabilities in urban settings. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3315242

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jackson, Sharon Y. “Supporting beginning special education teachers of students with low incidence disabilities in urban settings.” 2008. Thesis, Capella University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3315242.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jackson, Sharon Y. “Supporting beginning special education teachers of students with low incidence disabilities in urban settings.” 2008. Web. 16 Feb 2019.

Vancouver:

Jackson SY. Supporting beginning special education teachers of students with low incidence disabilities in urban settings. [Internet] [Thesis]. Capella University; 2008. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3315242.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jackson SY. Supporting beginning special education teachers of students with low incidence disabilities in urban settings. [Thesis]. Capella University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3315242

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

11. Dodge-Quick, Ginger. Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion.

Degree: 2011, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3440446

► This study involved the inclusion of special needs students in the general education classroom as required by law. The problem centered on general educators’… (more)

Subjects/Keywords: Education; Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Dodge-Quick, G. (2011). Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3440446

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Dodge-Quick, Ginger. “Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion.” 2011. Thesis, Walden University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3440446.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Dodge-Quick, Ginger. “Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion.” 2011. Web. 16 Feb 2019.

Vancouver:

Dodge-Quick G. Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion. [Internet] [Thesis]. Walden University; 2011. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440446.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Dodge-Quick G. Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion. [Thesis]. Walden University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3440446

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

12. Schwierjohn, Carrie Ann. Identifying Key Factors in Implementing and Sustaining Response to Intervention| A Comparison of Schools Currently Implementing RtI.

Degree: 2011, Lindenwood University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3453516

► Since the reauthorization of IDEIA in 2004, school leaders across America have labored toward implementing a new process or model called Response to Intervention,… (more)

▼ Since the reauthorization of IDEIA in 2004, school leaders across America have labored toward implementing a new process or model called Response to Intervention, in the hopes of lowering the high rates of students identified as Learning Disabled and increasing overall student achievement, by providing skilled interventions to struggling students. As schools and district administrators push to effectively implement the key features outlined by state and federal legislation, many schools lack the strategies, resources, and tools to ensure quality implementation of the RtI model. Research indicated that improper implementation and a lack of fidelity to the prevailing characteristics of the RtI program can essentially affect the desired outcomes. This qualitative multi-case study aimed to identify common strategies and barriers to RtI implementation through the use of school administrator interviews and teacher focus group interviews to make comparisons and draw conclusions about similar roadblocks and successes. In addition to interviews, an integrity survey was utilized as a method to identify levels of fidelity to the key features of the RtI program. Much of the RtI research discussed the need for schools and future studies to increase attention to and means of measuring the integrity of RtI implementation. Therefore, additional questions in this research study explored the relationships between the successful strategies and identified barriers to RtI implementation, and key features of the model that were also perceived by teachers to be implemented with or without full fidelity. Through implementation profiles that were complied and summarized, comparisons were made through surveys and interviews to determine if indeed strategies, barriers and infidelity features can be identified as a means to direct overall school feedback, growth and guide RtI implementation. The comparisons and findings of the study revealed that teachers and administrators alike indicated implementation concerns related to the use of evidencebased instructional strategies. In a comparison of focus groups and interviews to an integrity survey, it was discovered that the use of evidence-based instructional strategies was also the lowest rated system implemented with fidelity. Further recommendations within the study were then made addressing school leadership and the essential systems of RtI.

Subjects/Keywords: Education; Special

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APA (6^th Edition):

Schwierjohn, C. A. (2011). Identifying Key Factors in Implementing and Sustaining Response to Intervention| A Comparison of Schools Currently Implementing RtI. (Thesis). Lindenwood University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3453516

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Schwierjohn, Carrie Ann. “Identifying Key Factors in Implementing and Sustaining Response to Intervention| A Comparison of Schools Currently Implementing RtI.” 2011. Thesis, Lindenwood University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3453516.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Schwierjohn, Carrie Ann. “Identifying Key Factors in Implementing and Sustaining Response to Intervention| A Comparison of Schools Currently Implementing RtI.” 2011. Web. 16 Feb 2019.

Vancouver:

Schwierjohn CA. Identifying Key Factors in Implementing and Sustaining Response to Intervention| A Comparison of Schools Currently Implementing RtI. [Internet] [Thesis]. Lindenwood University; 2011. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453516.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Schwierjohn CA. Identifying Key Factors in Implementing and Sustaining Response to Intervention| A Comparison of Schools Currently Implementing RtI. [Thesis]. Lindenwood University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3453516

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

13. Bethune, Keri S. The effects of coaching on teachers' use of function-based interventions for students with severe disabilities.

Degree: 2012, The University of North Carolina at Charlotte

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3510183

► The purpose of this study was to evaluate the effects of coaching on special education teachers' implementation of function-based interventions with students with severe… (more)

Subjects/Keywords: Education; Special

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APA (6^th Edition):

Bethune, K. S. (2012). The effects of coaching on teachers' use of function-based interventions for students with severe disabilities. (Thesis). The University of North Carolina at Charlotte. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3510183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bethune, Keri S. “The effects of coaching on teachers' use of function-based interventions for students with severe disabilities.” 2012. Thesis, The University of North Carolina at Charlotte. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3510183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bethune, Keri S. “The effects of coaching on teachers' use of function-based interventions for students with severe disabilities.” 2012. Web. 16 Feb 2019.

Vancouver:

Bethune KS. The effects of coaching on teachers' use of function-based interventions for students with severe disabilities. [Internet] [Thesis]. The University of North Carolina at Charlotte; 2012. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3510183.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bethune KS. The effects of coaching on teachers' use of function-based interventions for students with severe disabilities. [Thesis]. The University of North Carolina at Charlotte; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3510183

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Washington

14. Reiman Rothenberger, Laura K. Students with disabilities and high school completion| Systemic analysis of one four-year cohort of special education students in a large, urban-fringe, school district.

Degree: 2008, University of Washington

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3328513

► Controversy exists over calculation of dropout rates at the school district level for general education and special education populations. This extant data study compares… (more)

Subjects/Keywords: Education; Special

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APA (6^th Edition):

Reiman Rothenberger, L. K. (2008). Students with disabilities and high school completion| Systemic analysis of one four-year cohort of special education students in a large, urban-fringe, school district. (Thesis). University of Washington. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3328513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Reiman Rothenberger, Laura K. “Students with disabilities and high school completion| Systemic analysis of one four-year cohort of special education students in a large, urban-fringe, school district.” 2008. Thesis, University of Washington. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3328513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Reiman Rothenberger, Laura K. “Students with disabilities and high school completion| Systemic analysis of one four-year cohort of special education students in a large, urban-fringe, school district.” 2008. Web. 16 Feb 2019.

Vancouver:

Reiman Rothenberger LK. Students with disabilities and high school completion| Systemic analysis of one four-year cohort of special education students in a large, urban-fringe, school district. [Internet] [Thesis]. University of Washington; 2008. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3328513.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Reiman Rothenberger LK. Students with disabilities and high school completion| Systemic analysis of one four-year cohort of special education students in a large, urban-fringe, school district. [Thesis]. University of Washington; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3328513

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Wayne State University

15. Harmala, Michele A. Transition compliance and school and community resources.

Degree: 2008, Wayne State University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3331238

► The purpose of this study was to identify community or school resources that predict transition compliance at the Intermediate School District level in Michigan.… (more)

▼ The purpose of this study was to identify community or school resources that predict transition compliance at the Intermediate School District level in Michigan. Transition compliance was measured through the Transition Outcomes Project, according to standards determined by the Michigan Department of Education. Data from the 2003 Transition Outcomes Project was used because the Transition Requirements Checklist aligns closely to the post school outcomes components of transition as required by the Individuals with Disabilities Education Act of 1997. Participants included the 57 Intermediate School Districts in Michigan. The dependent variable was an aggregate compliance rating created by averaging the percentage of compliant IEPs per ISD on eight select Transition Requirements Checklist items. The independent variables included demographic data, and school and community resource data per ISD. School resources included the average operating revenue per pupil and the method by which ISDs devolved PA 18 funds to local school districts and how these funds may be used to support transition services. Community resources included the jobless rate, the type of transportation available within each ISD, the number of non school agency caseworkers available to support people with disabilities, and the number of cash match agreements established between schools and non school agencies. A regression equation was used to identify predictors of compliance. No statistically significant predictors were identified. The small number of ISDs may have impacted the power of the regression model. Additional research using a larger data set, such as looking at compliance by local school district in Michigan or across more ISD units in more states, may be useful in identifying school and community resources that predict transition compliance. Future research, including examination of the content of IEPs where compliance is high and associated with positive post school outcomes, may be valuable in identifying predictors of both transition compliance and positive post school outcomes. Ultimately, to be meaningful, transition compliance must relate to improved post school outcomes for people with disabilities.

Subjects/Keywords: Education; Special

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Harmala, M. A. (2008). Transition compliance and school and community resources. (Thesis). Wayne State University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3331238

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Harmala, Michele A. “Transition compliance and school and community resources.” 2008. Thesis, Wayne State University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3331238.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Harmala, Michele A. “Transition compliance and school and community resources.” 2008. Web. 16 Feb 2019.

Vancouver:

Harmala MA. Transition compliance and school and community resources. [Internet] [Thesis]. Wayne State University; 2008. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3331238.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Harmala MA. Transition compliance and school and community resources. [Thesis]. Wayne State University; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3331238

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California, Berkeley

16. Fearn, Emilene Johnson. Is the California Special Education Achievement Gap Really Closing?.

Degree: 2013, University of California, Berkeley

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3555669

► The achievement gains of California students with disabilities (SWDs) on the California Standards Test (CST)-English Language Arts have surpassed the achievement gains of students… (more)

Subjects/Keywords: Education; Special

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APA (6^th Edition):

Fearn, E. J. (2013). Is the California Special Education Achievement Gap Really Closing?. (Thesis). University of California, Berkeley. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3555669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Fearn, Emilene Johnson. “Is the California Special Education Achievement Gap Really Closing?.” 2013. Thesis, University of California, Berkeley. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3555669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Fearn, Emilene Johnson. “Is the California Special Education Achievement Gap Really Closing?.” 2013. Web. 16 Feb 2019.

Vancouver:

Fearn EJ. Is the California Special Education Achievement Gap Really Closing?. [Internet] [Thesis]. University of California, Berkeley; 2013. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3555669.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Fearn EJ. Is the California Special Education Achievement Gap Really Closing?. [Thesis]. University of California, Berkeley; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3555669

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Georgia

17. Sherrill, Kelly Aileen. Providing a legally-appropriate special education for students with bipolar disorder: issues and analysis.

Degree: PhD, Educational Administration and Policy, 2009, University of Georgia

URL: http://purl.galileo.usg.edu/uga_etd/sherrill_kelly_a_200908_phd

► To determine what a legally-appropriate special education is for students with bipolar disorder, this study analyzed litigation trends involving students with bipolar disorder who brought… (more)

Subjects/Keywords: special education

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APA (6^th Edition):

Sherrill, K. A. (2009). Providing a legally-appropriate special education for students with bipolar disorder: issues and analysis. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/sherrill_kelly_a_200908_phd

Chicago Manual of Style (16^th Edition):

Sherrill, Kelly Aileen. “Providing a legally-appropriate special education for students with bipolar disorder: issues and analysis.” 2009. Doctoral Dissertation, University of Georgia. Accessed February 16, 2019. http://purl.galileo.usg.edu/uga_etd/sherrill_kelly_a_200908_phd.

MLA Handbook (7^th Edition):

Sherrill, Kelly Aileen. “Providing a legally-appropriate special education for students with bipolar disorder: issues and analysis.” 2009. Web. 16 Feb 2019.

Vancouver:

Sherrill KA. Providing a legally-appropriate special education for students with bipolar disorder: issues and analysis. [Internet] [Doctoral dissertation]. University of Georgia; 2009. [cited 2019 Feb 16]. Available from: http://purl.galileo.usg.edu/uga_etd/sherrill_kelly_a_200908_phd.

Council of Science Editors:

Sherrill KA. Providing a legally-appropriate special education for students with bipolar disorder: issues and analysis. [Doctoral Dissertation]. University of Georgia; 2009. Available from: http://purl.galileo.usg.edu/uga_etd/sherrill_kelly_a_200908_phd

University of Oregon

18. Ascetta, Kate Elisabeth. The Features of Effective Online Professional Development for Early Childhood Educators.

Degree: 2017, University of Oregon

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10608077

► The purpose of this current study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the online learning… (more)

Subjects/Keywords: Special education

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APA (6^th Edition):

Ascetta, K. E. (2017). The Features of Effective Online Professional Development for Early Childhood Educators. (Thesis). University of Oregon. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10608077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ascetta, Kate Elisabeth. “The Features of Effective Online Professional Development for Early Childhood Educators.” 2017. Thesis, University of Oregon. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10608077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ascetta, Kate Elisabeth. “The Features of Effective Online Professional Development for Early Childhood Educators.” 2017. Web. 16 Feb 2019.

Vancouver:

Ascetta KE. The Features of Effective Online Professional Development for Early Childhood Educators. [Internet] [Thesis]. University of Oregon; 2017. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10608077.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ascetta KE. The Features of Effective Online Professional Development for Early Childhood Educators. [Thesis]. University of Oregon; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10608077

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

19. Custodero, Jeri Lyn. Anxiety and Test Anxiety| General and Test Anxiety Among College Students with Learning Disabilities.

Degree: 2014, University of California, Santa Barbara

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3611967

► This study compares the state, trait, and test anxiety scores of 145 college students with and without learning disabilities against categories such as demographics,… (more)

Subjects/Keywords: Education; Special

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Custodero, J. L. (2014). Anxiety and Test Anxiety| General and Test Anxiety Among College Students with Learning Disabilities. (Thesis). University of California, Santa Barbara. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3611967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Custodero, Jeri Lyn. “Anxiety and Test Anxiety| General and Test Anxiety Among College Students with Learning Disabilities.” 2014. Thesis, University of California, Santa Barbara. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3611967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Custodero, Jeri Lyn. “Anxiety and Test Anxiety| General and Test Anxiety Among College Students with Learning Disabilities.” 2014. Web. 16 Feb 2019.

Vancouver:

Custodero JL. Anxiety and Test Anxiety| General and Test Anxiety Among College Students with Learning Disabilities. [Internet] [Thesis]. University of California, Santa Barbara; 2014. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3611967.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Custodero JL. Anxiety and Test Anxiety| General and Test Anxiety Among College Students with Learning Disabilities. [Thesis]. University of California, Santa Barbara; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3611967

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

20. Mythra, Mahesh. Development of a multiskilling training module for caregivers in augmentative and alternative communication to enhance the language and communication skills of children with developmental disabilities;.

Degree: Special Education, 2011, SNDT Womens University

URL: http://shodhganga.inflibnet.ac.in/handle/10603/18666

►

The study and#8213;Development of a Multi-skill Training Module in Alternative and Augmentative Communication (AAC) for Caregivers to enhance Communication Skills In Children with Disabilitiesand#8214; was… (more)

▼

The study and#8213;Development of a Multi-skill Training Module in Alternative and Augmentative Communication (AAC) for Caregivers to enhance Communication Skills In Children with Disabilitiesand#8214; was conducted in the city of Bangalore, India. Caregivers in the age range of 25-40years and children with developmental disabilities in the age range of 6-10years were subjects for this experimental pre test posttest group design study. A random selection of subjects was made from 8 specials schools in Bangalore. The subjects were randomly assigned to experimental and control groups so that each group had 24 subjects respectively. The children were assessed for candidacy for symbolic augmented systems on Augmentative Communication Assessment Protocol for Symbolic Augmentative Systems (ACAP-SAS, Gamel-McCormick and Dymond, 1994). The study was conducted in phases. In phase 1, the experimental group of caregivers was given a 3 day training workshop with the training module developed for the study. The total duration of the workshop was 21 hrs. On completion of the training, the caregivers implemented the training through activities with children for 15 sessions under the newlineguidance of the investigator. The control group of caregivers was given a half-day seminar on speech language concepts and AAC. This group continued with regular activities with the children. In phase 2, the experimental group of children received AAC training from experimental group of caregivers for 15 consecutive sessions under the guidance of the investigator. After completion of 15 sessions the skills of experimental and control group caregivers were measured during their interaction with children on the Observational schedule for caregivers (OSC) developed for the purposes of the study. The OSC assessed the ability newlineof caregivers in signing, using alternative modes for comprehension, providing opportunities for communication and communication style.

Bibliography p. 201-246, Appendix p. 247-379

Advisors/Committee Members: Lal, Rubina.

Subjects/Keywords: Special Education

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Mythra, M. (2011). Development of a multiskilling training module for caregivers in augmentative and alternative communication to enhance the language and communication skills of children with developmental disabilities;. (Thesis). SNDT Womens University. Retrieved from http://shodhganga.inflibnet.ac.in/handle/10603/18666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mythra, Mahesh. “Development of a multiskilling training module for caregivers in augmentative and alternative communication to enhance the language and communication skills of children with developmental disabilities;.” 2011. Thesis, SNDT Womens University. Accessed February 16, 2019. http://shodhganga.inflibnet.ac.in/handle/10603/18666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mythra, Mahesh. “Development of a multiskilling training module for caregivers in augmentative and alternative communication to enhance the language and communication skills of children with developmental disabilities;.” 2011. Web. 16 Feb 2019.

Vancouver:

Mythra M. Development of a multiskilling training module for caregivers in augmentative and alternative communication to enhance the language and communication skills of children with developmental disabilities;. [Internet] [Thesis]. SNDT Womens University; 2011. [cited 2019 Feb 16]. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/18666.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mythra M. Development of a multiskilling training module for caregivers in augmentative and alternative communication to enhance the language and communication skills of children with developmental disabilities;. [Thesis]. SNDT Womens University; 2011. Available from: http://shodhganga.inflibnet.ac.in/handle/10603/18666

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

21. Luelmo, Paul. School suspension rates in charter schools within LAUSD and implications for students with disabilities.

Degree: 2013, California State University, Los Angeles

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1547354

► A disproportionate representation of students with disabilities in school suspension has been documented for many years. Suspension is associated with negative outcomes in the… (more)

Subjects/Keywords: Education; Special

Record Details Similar Records Cite « Share

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APA (6^th Edition):

Luelmo, P. (2013). School suspension rates in charter schools within LAUSD and implications for students with disabilities. (Thesis). California State University, Los Angeles. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1547354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Luelmo, Paul. “School suspension rates in charter schools within LAUSD and implications for students with disabilities.” 2013. Thesis, California State University, Los Angeles. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1547354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Luelmo, Paul. “School suspension rates in charter schools within LAUSD and implications for students with disabilities.” 2013. Web. 16 Feb 2019.

Vancouver:

Luelmo P. School suspension rates in charter schools within LAUSD and implications for students with disabilities. [Internet] [Thesis]. California State University, Los Angeles; 2013. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1547354.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Luelmo P. School suspension rates in charter schools within LAUSD and implications for students with disabilities. [Thesis]. California State University, Los Angeles; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1547354

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

22. Waller, Sharon Kay. Exploration of variables leading to alternative educational placements in Texas.

Degree: 2014, Texas Woman's University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3608498

► The purpose of this study was to explore variables related to student placement in alternative educational settings in the state of Texas. Archival research… (more)

Subjects/Keywords: Education; Special

Record Details Similar Records Cite « Share

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Waller, S. K. (2014). Exploration of variables leading to alternative educational placements in Texas. (Thesis). Texas Woman's University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3608498

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Waller, Sharon Kay. “Exploration of variables leading to alternative educational placements in Texas.” 2014. Thesis, Texas Woman's University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3608498.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Waller, Sharon Kay. “Exploration of variables leading to alternative educational placements in Texas.” 2014. Web. 16 Feb 2019.

Vancouver:

Waller SK. Exploration of variables leading to alternative educational placements in Texas. [Internet] [Thesis]. Texas Woman's University; 2014. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3608498.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Waller SK. Exploration of variables leading to alternative educational placements in Texas. [Thesis]. Texas Woman's University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3608498

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

23. Wernsing, Kandace Marie. General and Special Education Co-teachers' Perspectives| the Experiences of Students with Emotional Disturbance Included in the General Education Classroom.

Degree: 2014, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3642872

► This study examined elementary General Education (GenEd) and Special Education (SPED) co-teachers' perceptions of the academic and social-emotional experiences of students with Emotional Disturbance… (more)

▼ This study examined elementary General Education (GenEd) and Special Education (SPED) co-teachers' perceptions of the academic and social-emotional experiences of students with Emotional Disturbance (ED) included in the GenEd classroom. Perceptions of overall academic and social-emotional experiences of students with ED, and specific facilitators and barriers to their success in the GenEd setting, were analyzed. Basic qualitative research was used to provide teachers who work directly with these students in the GenEd setting an opportunity to share their perspective on the experiences of their students with ED. The framework of the study incorporated Lerner's (1985) theory of developmental contextualism, as well as Nirje and Wolfensberger's (1970) principle of normalization. The study design included individual interviews with six GenEd teachers and six SPED teachers using a semi-structured protocol, as it provided a guide for each interview while allowing individual perspectives to emerge (Patton, 1990). Teachers confirmed they had co-taught at least one student with the primary disability of ED in the GenEd setting within the past academic year and held full licensure in either GenEd or SPED. Interviews were transcribed verbatim, coded, and analyzed using ATLAS.ti software. Reflective memos were used throughout the research process to organize questions, thoughts, speculations, and personal reactions about the interview data and themes (Creswell, 2007). Emergent themes clustered around the importance of relationships, characteristics of students with ED that enabled success, and factors in the GenEd setting that had a positive impact. Themes related to relationships included the importance of relationships between teachers and students' family, teachers and students with ED, GenEd and SPED co-teachers, and GenEd peers and students with ED. Themes related to characteristics of students with ED included preparedness, social-emotional competency, and perspectives. Themes related to factors in the GenEd classroom included consistency and structure, instructional efficacy, sense of community, and understandings of disability. Insight gained from this study highlights the need for preparation of students with ED with skills to be successful in the GenEd classroom, preparation of GenEd and SPED teachers working with this population, and encourages continued research on how to create successful inclusive environments for students with ED.

Subjects/Keywords: Education; Special

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APA (6^th Edition):

Wernsing, K. M. (2014). General and Special Education Co-teachers' Perspectives| the Experiences of Students with Emotional Disturbance Included in the General Education Classroom. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3642872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Wernsing, Kandace Marie. “General and Special Education Co-teachers' Perspectives| the Experiences of Students with Emotional Disturbance Included in the General Education Classroom.” 2014. Thesis, The George Washington University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3642872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Wernsing, Kandace Marie. “General and Special Education Co-teachers' Perspectives| the Experiences of Students with Emotional Disturbance Included in the General Education Classroom.” 2014. Web. 16 Feb 2019.

Vancouver:

Wernsing KM. General and Special Education Co-teachers' Perspectives| the Experiences of Students with Emotional Disturbance Included in the General Education Classroom. [Internet] [Thesis]. The George Washington University; 2014. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3642872.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Wernsing KM. General and Special Education Co-teachers' Perspectives| the Experiences of Students with Emotional Disturbance Included in the General Education Classroom. [Thesis]. The George Washington University; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3642872

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of California, Berkeley

24. Shenoy, Sunaina. Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities.

Degree: 2015, University of California, Berkeley

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3720823

► This study offers a mixed-methods analyses of formal and informal screening tools in L1 and L2 to identify English Language Learners in who are… (more)

▼ This study offers a mixed-methods analyses of formal and informal screening tools in L1 and L2 to identify English Language Learners in who are “at risk” for language learning disabilities. It was conducted in Bangalore, India and the sample consisted of 104 participants in Grades 2-5 from low, middle and high-income private schools. Teachers currently use school-based performance scores in English to classify students as persistent low-achievers. The purpose of this study was to provide teachers with a screening tool in both L1 Kannada and L2 English to be able classify two sub-populations of low-achieving students: students who are delayed in the second language acquisition process and students who are at risk for an underlying language learning disability. Two formal bilingual screening tools were adapted and rendered culturally relevant in both British English and Kannada, namely the Preschool Language Scale 5 Screening Test (Zimmerman, Steiner, & Pond, 2012) and the Clinical Evaluation of Language Fundamentals 5 Screening Test (Semel, Wiig, & Secord, 2013). Both tests were efficacious in assessing general language ability, and there was a statistically significant relationship between the test scores. The PLS 5 was used to compare language competencies across age, as the same test that was developed for 7-year olds was administered to all students in the population, whose ages ranged from 7-10 years. Quantitative analysis revealed a statistically significant difference between 7-8 year olds and 9-10 year olds in their English scores but not in their Kannada scores, suggesting that L2 English was maintained as an academic language while L1 Kannada was not. The CELF 5 Test was used to classify students as “bilingual” (if they passed both tests in L1 and L2), “dominant L1”(if they only passed the Kannada test), “dominant L2” (if they only passed the English test) and “at risk for a language learning disability” (if they did not pass either the L1 or L2 tests). When CELF 5 scores were compared to school-based assessment scores, more than half of the students who were classified as being “at risk” by their teachers turned out to be dominant in their L2 according to their CELF5 classification. Four informal screening tools were used for the study: Narrative Assessment, Parent Questionnaire, Teacher Interview and Classroom Observation. Students’ narrative skills were assessed using the Narrative Scoring Scheme (Heilmann et al, 2010). A high degree of overlap was observed between the students’ NSS scores and their CELF5 scores. Students who were identified as being “dominant L1 or L2” according to their CELF5 scores, also got an overall “proficient” classification on the NSS and students who were considered “at risk” by the CELF 5, were classified as “minimal” or “emerging” in their…

Subjects/Keywords: Special education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Shenoy, S. (2015). Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities. (Thesis). University of California, Berkeley. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3720823

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Shenoy, Sunaina. “Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities.” 2015. Thesis, University of California, Berkeley. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3720823.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Shenoy, Sunaina. “Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities.” 2015. Web. 16 Feb 2019.

Vancouver:

Shenoy S. Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities. [Internet] [Thesis]. University of California, Berkeley; 2015. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3720823.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Shenoy S. Assessing English Language Learners In L1 Kannada And L2 English To Identify Students Who Are At Risk For Language Learning Disabilities. [Thesis]. University of California, Berkeley; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3720823

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

The George Washington University

25. Anderson, Lindsey M. "What You Mean Smart?"| The Implicit Theories of Intelligence of Urban Adult Learners with Learning Disabilities.

Degree: 2016, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10245664

► This study was designed to examine the implicit theories of intelligence of adult learners with learning disabilities (LD). It explored how the adult learners… (more)

Subjects/Keywords: Special education

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APA (6^th Edition):

Anderson, L. M. (2016). "What You Mean Smart?"| The Implicit Theories of Intelligence of Urban Adult Learners with Learning Disabilities. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10245664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Anderson, Lindsey M. “"What You Mean Smart?"| The Implicit Theories of Intelligence of Urban Adult Learners with Learning Disabilities.” 2016. Thesis, The George Washington University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10245664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Anderson, Lindsey M. “"What You Mean Smart?"| The Implicit Theories of Intelligence of Urban Adult Learners with Learning Disabilities.” 2016. Web. 16 Feb 2019.

Vancouver:

Anderson LM. "What You Mean Smart?"| The Implicit Theories of Intelligence of Urban Adult Learners with Learning Disabilities. [Internet] [Thesis]. The George Washington University; 2016. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245664.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Anderson LM. "What You Mean Smart?"| The Implicit Theories of Intelligence of Urban Adult Learners with Learning Disabilities. [Thesis]. The George Washington University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10245664

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Kansas

26. Klein, Janet. Participation of Culturally, Linguistically and Economically Diverse Parents in the Special Education Planning Process.

Degree: PhD, Special Education, 2009, University of Kansas

URL: http://hdl.handle.net/1808/6192

► ABSTRACT Although federal law governing the education of students with disabilities recognizes the important role parents play in the special education planning process, there is… (more)

Subjects/Keywords: Special education

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APA (6^th Edition):

Klein, J. (2009). Participation of Culturally, Linguistically and Economically Diverse Parents in the Special Education Planning Process. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/6192

Chicago Manual of Style (16^th Edition):

Klein, Janet. “Participation of Culturally, Linguistically and Economically Diverse Parents in the Special Education Planning Process.” 2009. Doctoral Dissertation, University of Kansas. Accessed February 16, 2019. http://hdl.handle.net/1808/6192.

MLA Handbook (7^th Edition):

Klein, Janet. “Participation of Culturally, Linguistically and Economically Diverse Parents in the Special Education Planning Process.” 2009. Web. 16 Feb 2019.

Vancouver:

Klein J. Participation of Culturally, Linguistically and Economically Diverse Parents in the Special Education Planning Process. [Internet] [Doctoral dissertation]. University of Kansas; 2009. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1808/6192.

Council of Science Editors:

Klein J. Participation of Culturally, Linguistically and Economically Diverse Parents in the Special Education Planning Process. [Doctoral Dissertation]. University of Kansas; 2009. Available from: http://hdl.handle.net/1808/6192

University of Kansas

27. Hong, Joo Young. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.

Degree: PhD, Special Education, 2013, University of Kansas

URL: http://hdl.handle.net/1808/15090

► This dissertation includes four independent but related chapters. The first chapter provides an overview regarding the whole dissertation document. Chapter 2 reports the procedures and… (more)

Subjects/Keywords: Special education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Hong, J. Y. (2013). The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. (Doctoral Dissertation). University of Kansas. Retrieved from http://hdl.handle.net/1808/15090

Chicago Manual of Style (16^th Edition):

Hong, Joo Young. “The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.” 2013. Doctoral Dissertation, University of Kansas. Accessed February 16, 2019. http://hdl.handle.net/1808/15090.

MLA Handbook (7^th Edition):

Hong, Joo Young. “The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally.” 2013. Web. 16 Feb 2019.

Vancouver:

Hong JY. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. [Internet] [Doctoral dissertation]. University of Kansas; 2013. [cited 2019 Feb 16]. Available from: http://hdl.handle.net/1808/15090.

Council of Science Editors:

Hong JY. The Effects of a Tier 3 Pre-Kindergarten Language Intervention on Children with Hearing Loss Who Communicate Orally. [Doctoral Dissertation]. University of Kansas; 2013. Available from: http://hdl.handle.net/1808/15090

28. Rhodes, Kirk L. Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities.

Degree: 2015, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3732877

► Adolescents often suffer with negative feelings and low self-esteem, leading to an overall negative self-perception. Prior researchers have linked adolescent self-perception, academic performance, and… (more)

Subjects/Keywords: Special education

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APA (6^th Edition):

Rhodes, K. L. (2015). Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3732877

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rhodes, Kirk L. “Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities.” 2015. Thesis, Walden University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3732877.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rhodes, Kirk L. “Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities.” 2015. Web. 16 Feb 2019.

Vancouver:

Rhodes KL. Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities. [Internet] [Thesis]. Walden University; 2015. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3732877.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rhodes KL. Self-Perception as a Predictor of Academic Performance in Adolescents With Learning Disabilities. [Thesis]. Walden University; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3732877

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

29. Brown, David J. The effects of self-regulated strategy development on the narrative writing of elementary students with ADHD.

Degree: 2016, Western Illinois University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10117228

► The purpose of this research was to improve the narrative writing of elementary students with Attention-Deficit Hyperactivity Disorder (ADHD). Research has indicated that students… (more)

Subjects/Keywords: Special education

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APA (6^th Edition):

Brown, D. J. (2016). The effects of self-regulated strategy development on the narrative writing of elementary students with ADHD. (Thesis). Western Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10117228

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brown, David J. “The effects of self-regulated strategy development on the narrative writing of elementary students with ADHD.” 2016. Thesis, Western Illinois University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10117228.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brown, David J. “The effects of self-regulated strategy development on the narrative writing of elementary students with ADHD.” 2016. Web. 16 Feb 2019.

Vancouver:

Brown DJ. The effects of self-regulated strategy development on the narrative writing of elementary students with ADHD. [Internet] [Thesis]. Western Illinois University; 2016. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10117228.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brown DJ. The effects of self-regulated strategy development on the narrative writing of elementary students with ADHD. [Thesis]. Western Illinois University; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10117228

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

30. Herron, Julia. The Use of Evidence Based Interventions in the Classroom for Students with Disabilities.

Degree: 2017, Northcentral University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10265455

► Currently, the majority of students with disabilities are educated in a general education classroom, which led to a paradigm shift and pedagogies used to… (more)

▼ Currently, the majority of students with disabilities are educated in a general education classroom, which led to a paradigm shift and pedagogies used to meet the needs of all students. The research problem was that general education teachers use of highly effective evidence-based interventions that improve academic achievement for students with disabilities was unknown, and it was not known why some teachers did not use these practices more frequently. The purpose of the study was to discover how frequently general education teachers implemented highly effective evidence-based interventions to improve academic achievement for students with disabilities, and why some teachers did not use these interventions. Bandura’s Social Learning Theory and Vygotsky’s Sociocultural Learning Theory were the framework for the study. A qualitative research approach using 30 videotaped lessons from the Measures of Effective Teaching Longitudinal study and 18 teacher interviews were used to answer the research questions. Videotaped lessons were scored for the use of highly effective evidence-based interventions that improve academic achievement for students with disabilities. Structured teacher interviews included the use of highly effective evidence-based practices, how frequently these practices were used weekly, and barriers that prevented them from using these best practices. Analysis of the frequency of use for highly effective evidence-based practices indicated that 90% of the teachers in the videos used explicit instruction, 27% used graphic organizers, and 10% used peer tutoring. Nonetheless, analysis of teacher interviews indicated explicit instruction and peer-tutoring were used by 100% of the teachers, 94% used reading comprehension strategies, 83% used inquiry based learning, 78% used graphic organizers, and mnemonics were used by 72% of the teachers. Barriers to implementing evidence-based practices were lack of time, money, resources, and efficacy to choose evidence-based practices for students with disabilities. Schools need to provide shared planning time, make better use of resources, and provide teacher training to build teachers’ efficacy to implement these best practices. Further research is recommended on the use of evidence-based practices in general education classrooms for students with disabilities using a larger sampling of general education teachers to increase the reliability and validity of the findings.

Subjects/Keywords: Special education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Herron, J. (2017). The Use of Evidence Based Interventions in the Classroom for Students with Disabilities. (Thesis). Northcentral University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10265455

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Herron, Julia. “The Use of Evidence Based Interventions in the Classroom for Students with Disabilities.” 2017. Thesis, Northcentral University. Accessed February 16, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10265455.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Herron, Julia. “The Use of Evidence Based Interventions in the Classroom for Students with Disabilities.” 2017. Web. 16 Feb 2019.

Vancouver:

Herron J. The Use of Evidence Based Interventions in the Classroom for Students with Disabilities. [Internet] [Thesis]. Northcentral University; 2017. [cited 2019 Feb 16]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10265455.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Herron J. The Use of Evidence Based Interventions in the Classroom for Students with Disabilities. [Thesis]. Northcentral University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10265455

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Open Access Theses and Dissertations