Counseling, Higher Education & Special Education Theses and Dissertations

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End date: 2009Subject: search.filters.subject.Education, Special

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    Spiritual Community Experiences of Families of Children with Disabilities
    (2009) O'Hanlon, Elizabeth Ellen; Beckman, Paula J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This mixed methods investigation examined experiences of families of children with disabilities in their spiritual communities. Using the Spiritual Community Experiences Inventory, fifty-eight parents rated importance of and satisfaction with clergy, various religious activities, and support received from clergy and spiritual community members. Families reported that participation in religious activities and support from clergy and members were important. Moreover, families were highly satisfied with these activities and support. As predicted, a significant relationship was found between frequency of attendance, amount of support, and satisfaction with activities and support. Only in the case of formal ceremonies was frequency/satisfaction relationship not significant. Parents described a variety of factors that influenced their level of satisfaction with spiritual community experiences. Families reported that participation was influenced by: (1) amount and quality of social interactions with other children and adults, (2) level of knowledge, training and understanding of staff and volunteers, (3) level and appropriateness of accommodations provided, and (4) degree to which their child's disability interfered with participation. Additionally, parents reported that their experiences were affected by availability of emotional and practical support targeted to their unique needs, existence of social support networks, level of acceptance and knowledge of community members and clergy about disability, and the value the religious community places on parental knowledge of disability. Parents did elaborate on negative experiences and lack of support, which led to their non-participation and in some instances to switching communities. Further testing and refining of the instrument is required to strengthen its reliability and validity, clarify ambiguities, and identify factors families believe are important to participation. Additionally, leaders of spiritual communities must identify needs of families of children with disabilities. By tapping families as "experts" and networking with other religious communities, disability groups, and agencies, they can better meet these families' needs.
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    Treatment Effectiveness in Preschool Education- A Look at Affective Variables
    (2009) Tsakiris, Elizabeth Ann; Strein, William O; Counseling and Personnel Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Autism now occurs in 1 out of 150 births in the United States (Centers for Disease Control, 2008). Increasing numbers and complexity of the disorder make the need for identifying effective interventions critical. DSM-IVTR identifies core characteristics of autism as significant deficits in communication, social interaction, and symbolic play. Neither intellectual ability nor academic achievement, two variables frequently used for measuring intervention effectiveness, are included as diagnostic criteria. Yet IQ scores are often used as entry criteria for treatment studies (Tsakiris, 2000). Therefore, intervention effectiveness has utilized variables other than the primary deficits and cannot be applied to the wider range (and truer representation) of children with autism.. From 1980 to 1999, Applied Behavior Analysis (Lovaas, 1987) and the Developmental-Individual Differences Relationship model (Greenspan & Wieder, 1998) were associated with improvement for children with autism; they remain the foundation for most current interventions. While researchers have examined gains in language and academic skills for these models, few empirical studies have examined improvement in the core deficits for autism. This study examined the core affect variables for 28 children with autism who had undergone a minimum of two years of intensive intervention. This study used a retrospective descriptive design to examine treatment effectiveness in development of social interaction, play, and communication competencies. Assessment instruments measured these skills in young children, incorporating both quantitative behavioral data and qualitative psychodynamic interpretation. Results were analyzed to determine relationships between social interaction, communication, and play with the intervention. Parent interviews and record reviews were used to examine child characteristics that might differentiate the presence or lack of relationship to the selected therapies, including age at symptom onset and treatment initiation, self-stimulation levels, echolalia, motor planning and language skills, and biomedical factors. No differences were seen between treatment programs on all outcome measures. The individual characteristics of the children played the more significant role in determining social interaction and communication improvements regardless of the child's intellectual functioning level. The results have important implications for determining which treatments may have better potential for addressing the core deficits of autism and identifying skill trajectories that warrant more attention.
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    Predicting school dropout among youth with disabilities: The roles of youth characteristics, academic experiences and emotional engagement factors.
    (2009) Zablocki, Mark Steven; Leone, Peter E; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to explore the effects of disability classification, individual characteristics, academic experiences and emotional engagement on dropping out of school among youth with disabilities. Variables related to youth characteristics and school experiences were drawn from the first three waves of the National Longitudinal and Transitional Study 2 database. Chi-square analyses, t-tests, reliability analysis and logistic regression were used to answer five research questions. The descriptive results showed that there were significant group differences between dropouts and non-dropouts on disability classification, race/ethnicity, gender, disciplinary school exclusion, grade retention, grades and levels of emotional engagement. Logistic regression results showed that disability classification and race/ethnicity characteristics were reduced to non-significance when controlling for gender, household income, academic experiences and emotional engagement factors. Predictors that increased the odds of dropping out were out of school suspensions or expulsions and grade retention. Additionally, girls had significantly increased odds of dropping out compared to boys when controlling for other variables in the model. Factors associated with decreased odds of dropping out included coming from households with higher than average income, higher than average grades and higher levels of emotional engagement. The findings suggest that factors related to academic experiences significantly increased the odds of dropping out beyond disability classification or ethnic membership alone. Higher than average levels of emotional engagement were also associated with decreased odds of dropping out but appeared to have the smallest effect. Recommendations stress that school practices such as disciplinary removal and grade retention should be carefully considered, and that school programs be in place to help keep youth at-risk from dropping out.
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    Examining the Impact of Student-Level and School-Level Variables on the Disproportionate Representation of Minority Students in Special Education Using Data from the Early Childhood Longitudinal Study - Kindergarten Cohort
    (2008-12-17) Ruedel, Kristin Lee Anderson; McLaughlin, Margaret J.; Burke, Phillip J.; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was two-fold: (a) to examine the influence of student- and school-level demographic, economic, academic, and behavioral variables measured in the third grade on a student's probability of not receiving special education services in the fifth grade and (b) to examine the differences among students who have received special education services and then exit out of special education, students who remain in special education, and students who never received special education services. Variables were selected from kindergarten, third, and fifth grade data from the restricted ECLS-K dataset and the dependent variable was the dichotomous variable of whether or not a student was in receipt of special education services as recorded by the field management supervisor for ECLS-K. Prior to conducting the analyses, the appropriate cross-sectional or panel weight was applied; therefore, all results are nationally representative of students who began kindergarten in the 1998-1999 school year. Descriptive statistics and HGLM analysis were used in this study to address each of the research questions. Results of descriptive analyses indicate that among third graders, minority students were overrepresented in special education programs, were from lower SES backgrounds, had lower reading and mathematics scores, and had lower approaches to learning scores and higher externalizing behavior scores compared to White students. Likewise, a higher percentage of minority students attended poorer schools and schools with lower average academic achievement scores. Further, findings from the HGLM analysis indicate that SES and mathematics achievement measured in the third grade were key predictors to receipt of special education services in the fifth grade. HGLM results suggest that race/ethnicity is not a significant predictor of receipt of special education services in the fifth grade. Results of this study illuminate the need for additional studies that focus on analysis at the individual student- and school-level and the importance of disaggregating data not only by race/ethnicity and disability type but also for SES but also when services were received.
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    The Associations Among Youth Characteristics, Secondary School Experiences, and Enrollment in Two- and Four-Year Colleges Among Youth with Disabilities
    (2008-09-22) Miceli, Meredith Anne; McLaughlin, Margaret J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to explore the associations between school program and services, high school achievement characteristics, and individual and household characteristics and enrollment in two- and four-year colleges among youth with disabilities. Variables related to youth characteristics and secondary school experiences were identified from the first 5 data collection points of the National Longitudinal Transition Study 2 (NLTS2) database. Chi-squares, t-tests, and logistic regression analyses were used in this study. The results in this study showed that individual and household, high school achievement, and school program characteristics significantly predicted college enrollment among youth with disabilities. The model of variables including individual, household, parental, high school achievement, self-determination, and school program characteristics correctly classified 86.4% of the college enrollers in the analytic sample. These findings confirm the appropriateness of categories included in the NLTS2 Conceptual Framework. Additionally, the study found that high school achievement characteristics such as graduating from high school, participating in extra curricular activities, and experiencing financial management/ responsibility had the most consistent, positive impact on the probability of enrolling in two- and four-year colleges. Additionally, youth characteristics such as disability category, household income, and parental level of education significantly impacted the probability of enrolling in colleges. Finally, participating in vocational education, having a postsecondary goal to attend college, and taking a leadership role in one's transition planning process significantly increased the probability of the youth enrolling in college. The findings emphasize the importance of obtaining a high school diploma, participating in organized activities outside of the classroom, experiencing a level of autonomy or independence, and taking a leadership role in the transition planning process while in high school for youth with disabilities.
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    A profile of the qualifications of special education teachers among high poverty, urban, and rural schools
    (2008-08-28) Mason, Loretta Marie; Leone, Peter; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to provide a descriptive profile of special education teachers from the 2003-04 Schools and Staffing Survey (SASS:04) and to examine how their qualifications varied among K-12 public schools according to urbanicity or school poverty quartile. Scrutiny of the distribution of special educators among schools was judged in light of the equal opportunity principle, a component of Berne and Stiefel's (1984, 1994) equity framework. To do this, variables related to teacher qualifications, demographic characteristics, teaching positions, and school characteristics were identified. Descriptive statistics and logistic regression analysis were used in this study. The findings demonstrated statistically significant differences in the qualifications of special educators among many of the analyzed subgroups. Profile of the demographic characteristics revealed that minority group members, younger special educators, and male special educators were less qualified than other special education teachers. Inspection of qualifications by school level and teaching assignment also identified statistically significant differences. The analysis by school poverty quartile and urbanicity revealed a relationship between the school characteristic (such as high poverty or urban) with the qualifications of special education teachers working in these schools. These findings indicate that as a field we are not meeting the equal opportunity standard of equity (Berne & Stiefel, 1984, 1994). This study contributed to our understanding of the supply and distribution of special education teachers by utilizing the SASS:04 dataset, profiling the state of the special education workforce as state education agencies and teacher preparation programs made the necessary changes to allow teachers to meet the HQSET provisions. The examination of the distribution of qualified special education teachers among school poverty quartiles and urban areas provides evidence that special education teachers were not equitably distributed across schools. Policymakers should address this through policies related to the preparation of special educators, especially those trained through non-traditional or alternative preparation programs.
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    The Academic Experiences of and Utilization of Services by College Student-Athletes Deemed At-Risk of not Graduating
    (2008-05-02) White, Brian; Leone, Peter; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Fifteen intercollegiate student-athletes at a Division I institution deemed at-risk of not graduating participated in a study seeking information on their postsecondary academic experiences. Student-athletes who self-reported a disability were asked if they chose to register with Disability Support Services. Research was conducted by performing individual interviews with each of the student-athletes. Findings indicated the student-athletes in this study felt positive about the support they received and their ability to graduate from their institution. Student-athletes in this study generally displayed an attitude of willingness to do what they need to do to succeed. Sentiments towards reporting a disability were varied. Student-athletes with a learning disability were willing to register with DSS, while participants with other disabilities were less willing to do so. Implications include the importance of a strong academic support system for the success of the student-athlete and both the athletic and academic goals of the institution.
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    Math course taking and achievement among secondary students with disabilities: Exploring the gap in achievement between students with and without disabilities.
    (2008-05-09) Wilson, Michael; Leone, Peter E; McLaughlin, Margaret J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to extend school effects research to explore the influence of specific school-level factors on the math course-taking behaviors of students with disabilities and to determine whether the level of math courses taken affects the math achievement of students with disabilities. I also sought to examine these effects relative to the performance of students without disabilities. I analyzed school and student level data for 6,398 students in 608 schools from the Education Longitudinal Study of 2002. Using a 2-level hierarchical linear model, I found that school composition and curriculum structure affect the average 12th grade math achievement of students with disabilities. I also found an association between curriculum structure and advanced math course-taking by students with disabilities. I discuss the implications of these findings on policy and future research.
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    Examining the Plans of Youth with Disabilities to Enroll in a 2- or 4-year College or University
    (2008-04-29) Hoffman, Amanda Veronica; McLaughlin, Margaret J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The purpose of this study was to explore the differences between youth with disabilities plans to attend a 2- or 4-year college and to compare them to their peers without disabilities who also plan to attend a 2- or 4-year college or university. A second purpose was to identify the relative contribution of selected family, student, academic, and school contextual factors in predicting a student's plans in 12th grade to attend a 2- or 4-year college or university. Variables related to family, student, academic, and school characteristics were identified from the first and second waves of the Education Longitudinal Study of 2002 database. Chi-squares, t-tests, and HGLM analysis were used in this study. The results of the study showed that having an IEP was negatively related to a youth's plans to attend a 2- or 4-year college or university. However, taking advanced math coursework and being in a college preparatory track reduced the impact of having an IEP on a youth's educational plans. Although, on average, youth with disabilities did not take the same level of advanced math coursework as did their peers without disabilities who also planned to attend a college or university. Further, GPA had less an impact on the plans of a youth with disabilities to attend a 2- or 4-year college or university than it did on youth without disabilities. Finally, the results demonstrated that educational aspirations of youth with disabilities remained stable between 10th and 12th grades. The findings emphasize the importance of providing youth with disabilities access to a general education curriculum and a course of study that will allow them to be prepared for a 2 or 4 year college. The findings regarding aspirations also indicate that developing transition goals and a course of study prior to entering high school will provide opportunities for youth with disabilities who aspire to attend higher education to take the necessary coursework.
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    The Experiences and Needs of Parents Whose Children Died Due to Degenerative Disabilities: A Qualitative Analysis
    (2008-04-16) Stepanek, Jennifer Smith; Beckman, Paula J; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Remarkable advancements in life-saving technology have led to prolonged survival rates for premature infants and young children who have experienced trauma, illnesses, or medical disabilities. However, this progress has also led to a concurrent increase in long-term morbidity, including chronic and degenerative health conditions that result in early death. Early interventionists, special educators, and other multidisciplinary professionals are subsequently working with a growing number of families who are facing the potential deaths of their children due to life-threatening disabilities. To support parents facing such loss, an understanding of their life experiences and support needs is essential. However, most research related to supporting grieving parents is based on samples drawn from self-help bereavement support groups which typically consist of parents whose children died as a result of catastrophic illnesses or trauma. Little is known about supporting parents whose children are diagnosed with life-threatening or degenerative disabilities. This qualitative inquiry explored the experiences and needs of 7 bereaved parents whose children died between the ages of 3 and 21 due to a degenerative neuromuscular disease. Four professionals also participated for triangulation in this national study. Narrative analysis was used to search for themes in the stories shared by participants. The themes that emerged for parent experiences include: abundant stress from dissonance, exhaustion, chronic changes, unanticipated shock, and profound grief; ongoing struggles for validation; and, the positive impact of formal and informal supports. The themes that emerged for parent needs include: hope, information, useful resources, helpful networks, healthy partnerships, choices, and validation. Finally, the themes that emerged for preferred supports during loss and bereavement include: professionals' awareness of and attention to parent experiences and needs throughout the child's lifespan; ongoing connections with providers and activities that were a part of the child's life; and, support options beyond traditional bereavement groups. The results are discussed with reference to previous and emerging theory and research in parental bereavement. Practical implications and future research are also discussed.