Counseling, Higher Education & Special Education Theses and Dissertations

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    PARENTS OF STUDENTS WITH DISABILITIES: WHAT THEY KNOW, WHAT THEY THINK THEY KNOW, AND WHAT THEY WANT TO KNOW ABOUT SPECIAL EDUCATION RIGHTS AND PROCESS
    (2024) Kim, Julianna; Wexler, Jade; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Parents of students with disabilities play a vital role in the Individualized Education Program (IEP) planning process. Research has shown that parents’ engagement and advocacy could benefit students’ services. In order for more effective advocacy, parents must know their special education rights and process. Therefore, this dissertation study explored parent’s knowledge and understanding of special education rights and process.Chapter 2 is a research synthesis of how studies have quantifiably measured parents’ knowledge and understanding. Chapter 3 is a mixed-method design study that explores whether parents’ perceived knowledge and actual knowledge are different constructs through a nationwide survey. The second section of the mixed method study is qualitative design through focus groups, and the purpose of the focus groups was to explore what information parents from culturally and linguistically diverse backgrounds desire to find and how that information should be presented. The findings from the focus groups were used to write a policy paper in Chapter 4. Finally, Chapter 5 summarizes the findings and shares limitations and implications.
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    Teaching For Inclusion: The Effects Of A Professional Development Course For Secondary General And Special Education Mathematics Teachers For Increasing Teacher Knowledge And Self-Efficacy In Geometry
    (2015) Wright, Kenneth; Leone, Peter; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    The current study examined the effects of a co-teacher professional development course for increasing the knowledge and self-efficacy of special education and general education geometry teachers in an inclusion setting. The professional development course included instruction on Universal Design for Learning instructional strategies as well as similarity and congruence in geometry. The course was presented in a blended learning format and included in-person and online activities. The online activities used animated scripts of teacher instruction for collaborative discussion and decision-making. A multiple probe design across three sets of two teachers for a total of 6 participants was used in this study to demonstrate a functional relationship between the independent and dependent variables. The participants were six special education and general education geometry teachers from public charter schools in Washington, DC. Results of the study demonstrated that participants were able to improve their content and pedagogical content knowledge in geometry as well as their self-efficacy for teaching in an inclusion setting. Specifically, special education teachers demonstrated a greater increase in content knowledge while general education teachers demonstrated a greater increase in self-efficacy for teaching students with disabilities. The study suggests that providing professional development for co-teachers can enhance collaboration as well as increase content knowledge and teacher self-efficacy.
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    ASSESSING THE PROCESS OF IMPLEMENTING INCLUSIVE EDUCATION POLICY AT THE EARLY CHILDHOOD LEVEL IN TRINIDAD AND TOBAGO
    (2014) Joseph, LENISA N.; Lieber, Joan; McLaughlin, Margaret; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study examined the implementation of inclusive education at the early childhood level in Trinidad and Tobago. Subjects included officials from the Ministry of Education and teachers who are involved in implementation of the policies for children at early childhood centers. I used qualitative methodology in order to best assess inclusive education implementation process at the early childhood level using the implementation framework of Fixsen et al (2005) and the UNESCO (2005) guidelines for inclusive education. Using a combination of data collection methods I assessed from senior ministry officials and teachers at pilot schools how the implementation of inclusive education at the early childhood level was progressing. The written documents of the former government used to access loans for the initiative reflects use of all three drivers of the Fixsen framework. The actual implementation was affected by the lack of a sufficient number of teachers required for the initiative. In addition the former government lost the election during the early stages of implementation and changes at the Ministerial level resulted in alterations in implementation plans. The current government has not continued the same inclusive education model. The findings are reflective of what can happen when new education initiatives are attempted by a top down approach without sufficient infrastructure. As this is often the case in many developing countries, it leads to gaps between policies and their implementation. The study also indicates the need for ensuring that there are resources at the ground level and sustained support and technical assistance in order for countries to successfully implement inclusive education policies.
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    CHARACTERISTICS, PREDICTORS, AND GROWTH TRAJECTORIES OF CHILDREN WHO EXIT SPECIAL EDUCATION AND THEIR GENERAL AND SPECIAL EDUCATION PEERS
    (2013) Dragoo, Kyrie Elizabeth; 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 examine the characteristics and predictive factors for children receiving special education services, and if they received special education services, factors associated with them discontinuing those services before eighth grade. In addition, a second purpose was to determine whether there are differences in the reading and mathematics growth trajectories of children who exit special education, children who remain in special education, and children who attend general education classes and how those growth trajectories vary by characteristics such as race and gender. I used data from the Early Childhood Longitudinal Study - Kindergarten Cohort (ECLS-K), a study of a nationally representative sample of children attending kindergarten during the 1998 school year and followed through eighth grade. I used a subsample of the data to compare the characteristics and predictive factors of children receiving special education services or exiting from special education using chi-squares, t-tests, and logistic regression analyses. Using hierarchical linear modeling, I analyzed data on the academic growth trajectories of children who exited special education, remained in special education or never received special education. The results of my study indicate that large number of children exit special education between kindergarten and eighth grade and the children who exit special education differ from their general and special education peers both in their characteristics and their academic growth rates in reading and mathematics. Finally, I discuss the implications of these findings for policy and future research.
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    Fathers of children in public preschool programs [electronic resource]: a study of school involvement and satisfaction
    (2012) Noggle, Amy Kappel; Lieber, Joan; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In this quantitative study, I examined the involvement levels of fathers of children attending public preschool programs using the Family Involvement Questionnaire; I also examined fathers' satisfaction with school contact and involvement experiences using the Parent Satisfaction with Educational Experiences scale. Additionally, I investigated public preschool programs' efforts to involve fathers in school using modified versions of the family involvement and parent satisfaction measures. The final purpose of this study was to determine which demographic and child characteristics, if any, influence father involvement levels in school. Fifty-two biological fathers rated their own involvement in activities at their children's schools, and they rated their own satisfaction with school contact and involvement experiences. Two public preschool administrators answered questions about what types of involvement opportunities are offered to fathers. Participating fathers' children were enrolled in one of the three following public preschool programs: Head Start, Prekindergarten (PreK), or Early Childhood Special Education (ECSE). Fathers of children with disabilities, as well as fathers of children without disabilities, were included in this study. As predicted, fathers of children in Head Start volunteered at school more frequently than fathers of children in PreK or ECSE programs. However, contrary to the original hypothesis, fathers of children with disabilities were more involved in school activities compared to fathers of children without disabilities. Fathers of children with disabilities were equally satisfied with school contact and involvement compared to fathers of children without disabilities with the exception of one item on the satisfaction measure; fathers of children with disabilities were more satisfied with their contact with other parents outside of school. Examination of the predictive value of fathers' income levels, child's gender, child's disability status, schools' efforts to involve fathers, and satisfaction on fathers' involvement levels resulted in only one significant finding. Lower income predicted higher levels of volunteerism in school. Correlational analyses revealed a number of significant positive relationships between items on the involvement and satisfaction measures. However, more research is necessary to establish causal relationships between satisfaction and involvement. Additionally, researchers, teachers and policy makers need to carefully examine the ways in which fathers are currently involved in public preschool programs and make programmatic changes, as necessary. Finally, low-income fathers of children with disabilities face more adversity than either low-income fathers or fathers of children with disabilities; thus, it is very possible that they need to be supported differently. More research is needed to find out what these fathers need to support their children and to remain involved in their children's lives.
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    AN INVESTIGATION OF INCLUSIONARY PRACTICES BY GENERAL EDUCATION TEACHERS IN MIDDLE SCHOOL CLASSROOMS
    (2011) Massingill, Charmaine Shawntel; McLaughlin, Margaret J.; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This study investigated teacher-reported inclusionary practices and strategies in general education classrooms grades 6, 7, and 8. Students with disabilities are being educated in the general education classroom for varying amounts of time during the school day by classroom teachers with varying amounts of experience with special education practices. The study included a web-based survey of approximately 100 randomly selected teachers who were teaching Language Arts, Math, Science, Social Studies, or any combination of those academic subjects during May 2010. The survey asked teachers what inclusionary practices and strategies they were using and which of these inclusionary practices and strategies they considered to be effective. The survey also asked teachers to select the inclusionary practices and strategies they are not currently using, but would like to use in the future. Survey results indicated curriculum modifications were the inclusionary practice used most frequently and lead and support was the collaborative strategy used most frequently. Teachers considered modifying curriculum the most effective inclusionary practice and skill grouping the most effective collaborative strategy. When asked to select the inclusionary practice and strategy not currently used, but that they would like to use in the future, the largest response was none.
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    Evaluating Which Classroom and Student Variables in an Early Childhood Program Best Predict Student Language and Literacy Achievement
    (2011) Carlis, Lydia Janeva; Silverman, Rebecca D; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Sufficient evidence exists that early intervention for students at-risk of school failure may prevent reading difficulties. In addition, research has identified several teacher, classroom, and student variables that correlate with students' academic progress in language and literacy domains. This research aimed to expand on existing research by analyzing the relationships between teacher and peer characteristics and language and literacy achievement, and change in achievement, for 431 three and four-year old children attending three Early Reading First funded public charter school programs in 29 Washington, DC classrooms. Four research questions were posed to answer the following: What are the peer and teacher variables that predict achievement, or change in achievement, on norm- or criterion-referenced language and literacy measures for children enrolled in a federally supported universal preschool program? Two-level hierarchical linear modeling (HLM) was conducted with students nested in classrooms. Results from the HLM indicate that peer and teacher characteristics helped predict three and four-year olds' achievement on nationally normed standardized language and literacy assessments. Peer and teacher characteristics also predicted achievement and change in achievement on curriculum-based measures of language and literacy development. These findings expand the research on teacher and peer characteristics predictive of student language and literacy achievement. Implications from these findings, strengths and limitations of this dissertation research, and future research directions are discussed.
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    The Contributions of Expectancy-Value Theory and Special Education Status to Reading Achievement of African American Adolescents
    (2011) Andrusik, Katryna Natalya; Speece, Deborah L; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    In light of concerns about decreased academic motivation among adolescents and the subsequent lack of achievement, particularly among African American students and those with learning disabilities, this study examined adolescent motivation for academic achievement and future course enrollment intentions. Expectancy-value motivation has been extensively explored with European American adolescents without learning disabilities; the associated constructs of this theory are positively correlated with GPA, classroom-based assessments, and future course enrollment and employment. Limitations of the extant literature included homogeneous samples, limited reliability and validity of academic achievement measures, and a lack of control of extraneous variables. Using exploratory factor analysis and structural equation modeling, I found that the expectancies for success/perceived ability, importance value, and intrinsic value latent factor models of expectancy-value motivation for a sample of urban African American adolescents do not differ from those for their European American peers; however, the constructs themselves have different relationships with the two dependent variables, reading achievement on a standardized assessment and future enrollment intentions. Motivation latent factors did not predict reading achievement when SES, prior achievement, and gender were in the analysis. However, all motivation constructs were significant predictors when enrollment intentions constituted the dependent variable. Additionally, the IEP reading goal variable (learner status) was not a significant predictor of either dependent variable. These results are discussed in light of the limitations of the study. Finally, areas for further research are suggested.
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    Reading Instruction for Middle School Students with or at-risk for an Emotional Impairment: An Examination of Reading Courses, Content, and Practices
    (2011) Scalise, Aaron James; Kohl, Frances L; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Students with emotional impairments exhibit a wide range of academic and behavioral difficulties within school settings. Academically, this group of students holds low grade point averages, have higher rates of academic failure, progress at slower rates, and often do not graduate from high school. Behaviorally, these students make classroom instruction difficult, often causing teachers to focus on behavioral management for these students rather than on academic successes. Within the participating school district, students with disabilities obtained much lower standardized test scores than their same grade peers. The purpose of this study was to investigate reading instruction for students with or at-risk for emotional impairments across three middle schools, 6th through 8th grades. Five students and seven middle school language arts and/or reading teachers participated. The seven teachers had at least one participating subject in a language arts, reading, or READ 180 class in one or more middle school grades. Student cumulative school files were reviewed to obtain academic, demographic, and attendance data. In addition, teacher interviews were conducted to obtain data on teacher experience, reading program knowledge and implementation, reading strategies applied within their classes, and collaboration practices with special education personnel. The evaluated data associated with this study produced results which varied between individual participants. Information gained however, provided suggestions for improving the delivery of reading instruction in the participating school district.
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    AN INVESTIGATION OF ASSESSMENT AND IEP DEVELOPMENT IN THE FUNCTIONING AREAS OF SOCIAL, BEHAVIORAL, AND COMMUNICATION OF HIGH SCHOOL STUDENTS WITH AUTISM SPECTRUM DISORDERS
    (2011) Sigerseth, Susan Carol; Kohl, Frances L; Special Education; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Autism Spectrum Disorders (ASD) are life-long disabilities which manifest impairments in social skills, communication skills, and restricted, repetitive behaviors (DSM-IV, 1994). The purpose of this study was to investigate assessment and Individualized Education Program (IEP) development among high school students with an ASD, focusing on the assessment of social, behavioral, and communication skills. The design of this study was descriptive utilizing structured record reviews. Assessment selections and outcomes leading to IEP development were documented for 16 high school students with an ASD during the 2009-2010 school year. The assessment records of each participant were examined to determine what assessment domains had been requested and assessed, extracting information on social, behavioral, and communication skills, and which assessment instruments were used. Additionally, the IEP was examined to determine what instructional goals and objectives were written in the areas of social, behavioral, and communication. Variability among student records made retrieving assessment data difficult. Assessments that had been requested were not always given and assessments were given that had not been requested. Assessment domains did not yield basic information they were intended to provide. Although on average half of the students' IEPs contained goals that were social, behavioral, and/or communication, these goals and objectives were neither rigorous enough for the academic level of the student nor lead to independence to be successful, productive adults.