Theses and Dissertations from UMD
Permanent URI for this communityhttp://hdl.handle.net/1903/2
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
Browse
27 results
Search Results
Item 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.Item GENRE AS RHETORICAL SITUATION: COMPETING RHETORICS IN THE SPECIAL EDUCATION PROCESS(2017) O'Brien, Daune Marie; Wible, Professor Scott; English Language and Literature; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)This study examines key genres within the Individualized Education Plan (IEP Process) as rhetorical processes that respond to, anticipate, enable, and in some cases, forecast and govern federally mandated parent participation within the IEP process. Specifically, I argue that the Notice of IEP team Meeting, IEP Meeting, and Prior Written Notice (PWN) are genres that technically meet legislative requirements but subvert the intended rhetorical context, challenging parent involvement rather than facilitating federally mandated parent participation.Item 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.Item DESIGNING FOR THE SPECTRUM: An Educational Model for the Autistic User(2015) Leestma, David Paul; Simon, Madlen; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)According to the Center for Disease Control children are being diagnosed with autism with greater frequency today than in the past, partially due to the refinement of diagnostic techniques and increased vigilance on the part of parents, pediatricians and teaching professionals. The educational system for those with autism however has not caught up to the growing population. The students are often overlooked by the school district and given classrooms that are detrimental to their sensory perceptions. In order to serve the needs of autistic students, new facilities need to be built and current facilities need to be adapted in order to accommodate this growing population. This thesis imagines a learning environment which both facilitates learning for those with sensory perception issues and creates an environment which fosters social interaction among students regardless of physical and mental capabilities. The design of this learning center will be designed based on research and case studies, followed by the creation of a set a principles, and the application of these principles to a test case.Item 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.Item The Responses and Reflections of Two Students with Autism Based on their Experiences Creating, Performing, and Responding to Music: A Multiple Case Study(2014) Weishaar, Amy C.; Montgomery, Janet; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The purpose of this study was to describe the responses and reflections of two middle school students with autism as they created, performed, and responded to music during a series of six lessons. A multiple case study methodology was employed. The data collected included audio and video recordings of interviews and lessons, field notes, and work samples. Within-case analyses revealed that one participant communicated primarily through the use of musical and non-verbal modes, with varied levels of communication through words, while the second participant communicated largely through written and spoken language. Four cross-case themes emerged: voluntary cooperative learning style, awareness of popular music culture, sanguine affects, and unique, but functioning responsive and reflective capacities. The findings indicated that both students' were descriptive, reflective, associative, creative, emotive and empathetic in their own way, and this provided insight into their learning style. Implications for music education and suggestions for future research are provided.Item EMERGING FROM THE SHADOWS: A CASE STUDY ON THE QUALITY OF LIFE OF STUDENTS WITH DISABILITIES IN MONROVIA, LIBERIA(2014) Podzimek, Kimberly; Lin, Jing; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)People with disabilities are often the last group to be included in development agendas. For children with disabilities, this translates into exclusion in the educational setting with piecemeal agendas created by various governments. In Liberia, children with disabilities are not only excluded from the classroom, but the government's most recent education law singles children with disabilities out as individuals that may be excluded from the classroom. It is difficult to find research on people with disabilities in low-income countries that have experienced recent conflict. In an attempt to better understand the lives of children with disabilities in Liberia, I developed and implemented a case study the examines the lives of families with children with disabilities at an educational center in Monrovia, Liberia called The Alliance Center for Children with Disabilities , hereafter referred to as the Center. I used Schalock and Keith's (2000) Quality of Life (QOL) Framework to gauge the influence the Center has over the lives of the families and Critical Disability Theory as a base for a discussion on societal norms and people with disabilities. Through intense analysis of interview transcripts, documents and observations, this study concludes that the families associated with the Center currently have a better quality of life based on the domains in Schalock and Keith's (2000) Quality of Life framework than those with children with disabilities not attending the Center.Item 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.Item TEACHERS AND THE IDENTIFICATION PROCESS: MINORITY STUDENTS IN SPECIAL EDUCATION(2012) Danner, Carlin Linden; MacDonald, Victoria-Maria; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Racial, ethnic, and gender disproportionality in the field of Special Education is a phenomenon that has challenged our school systems since Brown v. The Board of Education (Blanchett 2006). This study of a Middle School in a Mid-Atlantic state is aimed to view disproportionality through the lens of the identification process (Kid Talk, Student Support Team Meetings, and Initial Individual Education Plan meeting). It is a qualitative study that included observations of initial IEP meetings and interviews with five professionals within the school setting. These interviews included two general educators, two special education teachers, and one administrator. Through a comprehensive data analysis, it was found that for these individuals the introduction of students into the special education depends upon a complex set of factors that include: teacher preparation, the perception of the teacher by their colleagues, and the student's academic/behavioral struggles, amongst others. Some recommendations include further professional development in the identification process and cultural competence.Item 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.
- «
- 1 (current)
- 2
- 3
- »