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Dissertations / Theses on the topic 'Children with disabilities – Education (Elementary) – Malawi'

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Published: 4 June 2021

Last updated: 14 February 2022

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1

Chilemba, Enoch MacDonnell. "A critical appraisal of the right to primary education of children with disabilities in Malawi." Thesis, University of Pretoria, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7124_1360933073.

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2

DeMario, Norma C. Rex Evelyn J. "Career education competencies for elementary age students with visual impairments." Normal, Ill. Illinois State University, 1989. http://wwwlib.umi.com/cr/ilstu/fullcit?p8918609.

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Thesis (Ed. D.)--Illinois State University, 1989.
Title from title page screen, viewed September 30, 2005. Dissertation Committee: Evelyn Rex (chair), Lanny Morreau, John Brickell, Antoinette Heinze, Toni McCarty-Warren. Includes bibliographical references (leaves 101-108) and abstract. Also available in print.

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3

Storm, Wendy M. "Inclusion models in elementary physical education." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/WStorm2007.pdf.

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4

Cox, Margaret. "THE COMMITMENT OF ELEMENTARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES." Doctoral diss., University of Central Florida, 2009. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3632.

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The purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number of years working in an inclusive setting. A four-point Likert-type survey(Appendix A) adapted from a combination of Spencer Salend's (2008) "Teacher's Inclusion Survey and Interview Question to examine the Experience of Educators Working in Inclusive Classrooms" was used to collect the data. The data indicated that 57% of the respondents were committed to inclusive education, with special education teachers displaying a greater committment than their general education counterparts. In addition some of the earlier roadblocks to inclusive education such as needed support from administrators and ancillary personnel dealing with SWD, lack of resources, time for collaboration and consulation, along with a need for more training, still appear to be pervasive problems in implementing a fully inclusive program for all students nearly two decades later in contemporary schools.
Ed.D.
Department of Educational Studies
Education
Education EdD

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5

Smith, Patricia Gallagher. "Classroom behaviors, academic achievement, and self-, teacher, and parent perceptions of elementary SBH and SLD children /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu148726460321664.

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6

Hrmo, Jennifer. "Physical activity choices and self-determination in children with intellectual disabilities." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0021/MQ54993.pdf.

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7

Burgess, Patricia D. "Assessing Professional Development Needs of Elementary Teachers Implementing Inclusion of Children With Disabilities in General Education Classrooms." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2889.

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A descriptive study was conducted to identify authentic professional development needs of elementary teachers preparing, implementing, and maintaining inclusion of students with disabilities in the general education classrooms in Northeast Tennessee. The purpose of this study was to contribute information of identified professional development needs of elementary teachers to current research on responsible inclusive education. Data were collected from 325 elementary teachers randomly assigned to the sample using a 65-item survey designed for this study. Three subsections of the survey, Assessing Professional Development Needs of Teachers Implementing Inclusion in Grades PreK-8, assessed the perceived needs of conditions, areas, and foundations of effective professional development by determining the discrepancies between observed and desired scales. Demographic factors included years of teaching experience, level of education, level of experience working with students with disabilities, current stage of involvement with an inclusive programs, and amount of formal or college course work in special education. The data were analyzed with an analysis of variance to determine significance between and within groups and a post hoc test determined specific significant groups. The factors that determined the most significance were level of experience working with students with disabilities and current stage of involvement with an inclusive program. Conclusions of the study reveal the need for professional development based on professional growth stages and relevant to present working conditions and events.

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8

Henry, Linda M. Morreau Lanny E. "Attributes of career goals established by elementary-grade students with mild disabilities." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633419.

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Thesis (Ed. D.)--Illinois State University, 1996.
Title from title page screen, viewed May 22, 2006. Dissertation Committee: Lanny Morreau (chair), Mack Bowen, Jeffrey Hecht, Toni McCarty, Robert Wazienski. Includes bibliographical references (leaves 145-177) and abstract. Also available in print.

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9

Ramirez, Roxanna C. Beckner Weldon. "Elementary principals' attitudes towards the inclusion of students with disabilities in the general education setting." Waco, Tex. : Baylor University, 2006. http://hdl.handle.net/2104/4849.

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10

LaFleur, Julie Lynnette. "Increasing emergent literacy skills in children with autism." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3099.

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Examines and rationalizes the instructional strategies used to teach young children with autism early literacy skills using a balanced, multilevel approach to reading. Explores the five domains of reading in a way that brings light to the areas of reading deficits in young children diagnosed with autism. Additionally, attempts to bring the concept of best reading practices to the attention of educators who serve children with autism. The project provides a handbook of literacy activities geared towards children with autism and other developmental disabilities.

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11

Lerpiniere, Jennifer. "Primary school initiatives for pupils with personal and social development needs." Connect to e-thesis Move to record for print version, 2007. http://theses.gla.ac.uk/100/.

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Thesis (Ph.D.) - University of Glasgow, 2007.
Ph.D. thesis submitted to the Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.

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12

Herman, Jerry R. "The Adaptation of Regular Elementary Classrooms for Children With Moderate and Severe Disabilities: Inclusion Practices from the Principal's Perspective." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2698.

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This study examined the perceptions of elementary school principals in Tennessee regarding the desirability and feasibility of adapting regular elementary classrooms and programs for the inclusion of children with moderate and severe disabilities. The purpose of the study was to add an administrative dimension to current research on inclusive educational programming for children typically educated in special (CDC) class settings. Data collection for the descriptive design of the study was accomplished by use of a 40 item survey instrument with a 7-point Likert-type scale for each construct (i.e., desirability and feasibility). Four ten item subscales addressed the areas of Staff Organization, Curriculum, Materials, and Instructional Methodology and the demographic factors of gender, age, teaching and administrative experience, training, and system size were examined for effect. Responding elementary principals in this study identified 95% of the presented adaptations as significantly more desirable than feasible with demographic factors having little or no effect. Moderate to high scores on the feasibility scale, however, indicated that principals do not view implementation of the adaptations as impractical. Conclusions of the study emphasize that the differing views of desirability and feasibility may be attributed to either a perceived lack of available resources or administrative autonomy or both, that adaptations may become less desirable and feasible as the time required for implementation increases, that adaptations of the curriculum were viewed as less desirable than other types of adaptations, and that the active participation of parents in curriculum design was viewed among the least desirable and feasible of all adaptations.

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13

Rotheram-Fuller, Erin Jill. "Age-related changes in the social inclusion of children with autism in general education classrooms." Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=954000141&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.

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14

Burke, Mack D. "An examination of function-based instructional and antecedent interventions for elementary students with escape-maintained problem behaviors /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

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Thesis (Ph. D.)--University of Oregon, 2001.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-200). Also available for download via the World Wide Web; free to University of Oregon users. Address: http://wwwlib.umi.com/cr/uoregon/fullcit?p3024510.

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15

Bobrow, Barbara Creighton. "The impact of a word processor as a tool in the remediation of learning disabled elementary school children /." Thesis, McGill University, 1985. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=63128.

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16

Beveridge, Julia Anne Brookes. "Successful inclusion of children with disabilities into regular education classrooms, the practices and beliefs of four elementary teachers." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq22276.pdf.

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17

Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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18

Huang, Shirley. "Developing career awareness for upper elementary grade and special education students." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1103.

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19

Davila, Giovanna Adelia. "A Graduate Course on Inclusion: Four Elementary/General Music Educators' Perceived Attitudes and Applications in the Classroom." Diss., University of Iowa, 2013. https://ir.uiowa.edu/etd/4959.

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The purpose of this study was to examine four elementary/general music educators (EGME) enrolled in a music and special education graduate course, on their attitudes toward teaching children with disabilities and how they applied knowledge gained from the course in their classrooms. Data collection began on the first class session, February 9th, 2013, and ended on May 30th, 2013, after the final interview. Data included (a) my field notes of the two class sessions and journal entries throughout the study, (b) documents including e-mail correspondence between the participants and myself, participants' school district's state report cards, and the participants' survey data, (c) participants' gallery walk assignments, (d) participants' journals, and (e) participants' interview transcripts. In this qualitative study, data analysis began while collecting data. I read and reread each document and assigned codes to phrases or sections of the data, with the codes coming directly from the text under review. Individual themes included Dylan's confirmation of what he knew, Ashley's willingness to ask for advice, Veronica's need to build rapport and her recently developed awareness of children with disabilities, and how Ginger's perspective on teaching children with disabilities over her teaching career had evolved and her use of an individual approach to behavior management. Themes represented in more than one participants' data included Ashley's and Ginger's theme of continuing to grow; Dylan's, Veronica's, and Ginger's theme on their worries and concerns for their students with disabilities; and all four EGMEs had the theme beneficial/enlightening to their teaching based on the knowledge gained from the graduate course. All four participants indicated that they gained more knowledge about children with disabilities in this specific music education graduate course than they did during their undergraduate studies. Each participant had specific goals and objectives when enrolling in the graduate course that aligned with past research, confirming that music educators want to learn more about practical strategies in the classroom, to acquire more information on managing behaviors--especially with children with emotional/behavioral disorder, and to work more effectively with paraprofessionals in the classroom. All four participants thought they left the graduate course with more tools in their toolbox, and Ginger and Veronica reported that they felt affirmed in their current teaching strategies. This study demonstrates how four EGMEs had positive attitudes toward teaching children with disabilities and how the graduate course gave them specific strategies and skills to help improve their music instruction for children with disabilities. Recommendations included: (a) more research on professional development for music educators, (b) more professional development on inclusion for music educators, (c) more training for preservice music educators on teaching children with disabilities, and (d) follow-up research studies.

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20

Lechtenberger, DeAnn. "A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278450/.

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Proponents of special education early childhood interventions programs have promoted the assumptions that these programs: (a) will have a positive effect on the long-term outcomes of preschool children with disabilities; (b) will result in some children no longer requiring special education services throughout their elementary school years; and (c) will facilitate the need for fewer services for those students who do remain in special education programs throughout their education. The purpose of this follow-up study is to identify and describe the placement decisions and the changes of exceptionality classification for children identified as special education early childhood students over the course of six follow-up years. This study (a) identifies 108 children from rural and urban school settings who were enrolled in Early Childhood Special Education (ECSE) programs in 1990-91, (b) documents their categorical label and educational placement six years later, and (c) then determines the differences in the number of hours rural and urban students receive special education and/or related services in 1996-97.

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21

Dyer, Ronald E. d. 1953. "How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation : a case study /." This resource online, 1992. http://scholar.lib.vt.edu/theses/available/etd-06062008-170109/.

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22

Barlow, Cathy L. "A study of the discrepancy of perception between the actual role and the ideal role of the public school elementary principal in mainstreaming handicapped students in Oklahoma as reported by principals, teachers, and special education teachers /." Access abstract and link to full text, 1987. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/8711961.

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23

Pemberton, Julia Ann. "Identifying and Serving Gifted Students with Learning Disabilities: Challenges and the Influence of the School Context." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1090339595.

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24

Divine, Katherine P. "An alternative to the extra year for high risk first grade students." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/38644.

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25

Lee, Mo-ling, and 李慕玲. "Effects of a matrix training procedure on the teaching of instruction-following to moderately mentally handicapped children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38626846.

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26

Botha, Lorinda. "n Bate-gebaseerde benadering tot gemeenskapsbetrokkenheid by leerders met leerhindernisse : die rol van die opvoedkundige sielkundige." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50034.

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Thesis (MEdPsych)--University of Stellenbosch, 2004.
ENGLISH ABSTRACT: This study was undertaken to explore the asset-based approach to community involvement with learners with learning barriers. The extent to which the asset-based approach serves as an extension of the medical and ecosystemic models as well as the role of the educational psychologist was examined. Action-research was used in a qualitative research design that entailed a study of learners with learning barriers of the ELSEN-Unit at Parow Preparatory School. The utilization of the community's assets was directed at the stimulation and further development of the learners' identified assets. It was found that the collaborative relationship within the asset-based approach contributes to community involvement with learners with learning barriers. The study further showed that certain aspects of the medical and ecosystemic models are still utilized during the application of the asset-based approach. However, the latter approach serves as an extension of these existing models, as the focus is directed at the identification and mobilization of the learners' and the community's assets, rather than at their shortcomings and needs. The extension of the medical and ecosystemic models in the management of learners with learning barriers implies certain degree of role modification an expansion of the educational psychologist. The findings concerning the role of the educational psychologist within the asset-based approach is examined and discussed.
AFRIKAANSE OPSOMMING: Hierdie studie is onderneem om die bate-gebaseerde benadering tot gemeenskapsbetrokkenheid by leerders met leerhindernisse te ondersoek. Die mate waarin die bate-gebaseerde benadering dien as 'n uitbreiding van die mediese en ekosistemiese modelle, asook die rol van die opvoedkundige sielkundige word ondersoek. In In kwalitatiewe navorsingsontwerp is gebruik gemaak van aksie-navorsing wat In studie van die leerders met leerhindernisse van die OLSO-Eenheid by Voorbereidingskool Parow behels het. Die aanwending van die gemeenskap se bates was gerig op die stimulering en verdere ontwikkeling van die leerders se geïdentifiseerde bates. Daar is gevind dat hierdie kollaboratiewe verhouding binne die bate-gebaseerde benadering bydra tot gemeenskapsbetrokkenheid by leerders met leerhindernisse. Die studie het verder getoon dat sekere fasette van die mediese en ekosistemiese modelle steeds aangewend word tydens die toepassing van die bate-gebaseerde benadering. Laasgenoemde benadering dien egter as uitbreiding van hierdie bestaande modelle, aangesien op die identifisering en mobilisering van die leerders en die gemeenskap se bates gefokus word, eerder as op hul tekortkominge en behoeftes. Die uitbreiding van die mediese en ekosistemiese modelle in die hantering van leerders met leerhindernisse impliseer sekere rolveranderinge en -uitbreidings van die opvoedkundige sielkundige. Die bevindinge ten opsigte van die opvoedkundige sielkundige se rol binne die bate-gebaseerde benadering word ondersoek en bespreek.

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27

De, Water Wendy. "Modifying core literature for the learning disabled student." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/679.

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28

Becher, Yvonne Beatrix. "School readiness and transition to primary education by non-Cantonese speaking children with special needs in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47229664.

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29

Welch, Angela. "The Effects of Picture Exchange Communication System Training on the Communication Behaviors of Young Children with Autism or Severe Language Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281125104.

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30

Chung, See-lung, and 鍾思龍. "The school effectiveness of a special school for moderately mentally handicapped children in Hong Kong: curriculumarea." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960844.

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31

Bennett, Michael R. "A study of the attitudes of elementary school principals toward the education of students with disabilities in the regular classroom." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1019471.

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The purposes of this study were to determine if the following factors pertaining to elementary school principals; amount of undergraduate/graduate training in special education, previous experience with disabled students, and professional development training, had a relationship to their attitudes regarding the education of students with disabilities in the regular classroom. The study also sought to determine if differences existed between principals' attitudes toward the inclusion of different categories of disabled students into the regular classroom.The population of the study consisted of 230 randomly selected elementary school principals. Principals selected for the study were sent the data-collection instrument, The Building Administrator Survey, which was developed by the researcher. The survey instrument consisted of demographic questions which addressed the study's independent variables and 12 statements which were designed to ascertain the study's dependent variable, attitude toward the education disabled students in the regular classroom. Respondents were asked to rate each statement on a five-point Likerttype scale reflecting perceived attitudes toward each of five different categories of disability: emotional handicap, learning disability, mild mental handicap, moderate mental handicap, and severe mental handicap. A multivariate analysis of variance procedure was used to determine the of significance of relationships between the study's independent variables and principals' attitudes toward inclusion. A post hoc procedure was used to identify significant differences in principals' attitudes toward inclusionary practices relative to the study's five categories of disabled students.The following conclusions were drawn from the findings of the study:1. There is a statistically significant relationship between attitudes toward the inclusion of different categories of disabled students. Attitudes toward inclusion become less positive as the level of student disability increases.2. Principals receiving minimal amounts of professional development training tend to have more negative attitudes toward inclusion than principals receiving more extensive training.3. There is not a statistically significant relationship between principals' attitudes toward inclusion and the type of professional development training they have received, the amount of professional training in special education they have received, or their previous experience with students with disabilities in teaching and administrative settings.
Department of Educational Leadership

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32

Moran, Patricia E. "Enabling special needs students to succeed through whole language strategies." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/769.

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33

Bosman, Ysanne Bosman. "How can educators in the intermediate phase be empowered to cope with the demands they face in an inclusive classroom situation?" Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1234.

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The rationale of my research was to make sure that all learners are treated as equals in the education afforded to them. The researcher noticed that not all educators in mainstream schools facing learners experiencing learning problems could deal with the Curriculum and that many had difficulty in coping in an inclusive classrooms setting. Furthermore, the researcher noticed that many educators percieve that they did not have the knowledge and skills to identify and support learners experiencing learning problems. Consequently, the educators felt that they could not effectively help these learners in their learning progress. While the educators struggle to cope, learners ended up having to repeat a grade or being promoted to the next grade without having attained the neccesary skills yet. The researcher set out to research what the available literature stated about how educators could be empowered to cope with teaching learners experiencing learning problems in an inclusive classroom situation. For this research study, a qualitative approach was followed, as it best matched the type of interactive investigation considered necessary. Due to time, financial and resources constraints, purpose sampling was used as the most effective method of yielding data. The qualitative approach embraced a multi-perspective approach, in terms of which methods of data collection were used, such as collection questionnaires, conducting interviews and using observations. The researcher trusts that her understanding as presented in the research findings and the recommendations made will benefit not only herself, but will empower all educators coping with the stress of teaching learners experiencing learning problems and improving their skills and self-esteem in the educational environment.

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34

Peterson, Deana R. "Development and field testing of the elementary school accessibilty checklist." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-10052007-143557/.

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Dyer, Ronald E. "How elementary classroom teachers make instructional adaptations for mainstreamed students with mental retardation: a case study." Diss., Virginia Tech, 1992. http://hdl.handle.net/10919/38381.

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36

Burroughs, Edythe. "The effects of instructional mode on the skill acquisition of a recreation/leisure task by elementary students with severe mental retardation." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/832988.

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This study investigated the efficacy of three different modes of teaching elementary school students identified as severely mentally handicapped. The modes of instruction used were one-to-one instruction, sequential group instruction, and combination concurrent/sequential. The skills trained with these methods were the operation of three recreation and leisure skills: a Spiromatic, a hand held pin ball game, and a radio. The modes of instruction were then compared on the basis of effectiveness, efficiency, and situational generalization.Three children, ages 7 to 11, from an elementary school classroom for students identified as severely and profoundly mentally handicapped were employed as subjects. Each of the three leisure skills were task analyzed and taught with a forward chaining procedure and a least-to-most intrusive form of prompting in the classroom setting.An alternating treatment design was used. The design consisted of three phases: baseline phase, experimental treatment phase, and application phase. During the experimental treatment phase the three treatment conditions were run in a counterbalanced order. The application phase involved applying the most effective training condition to teach the remainder of the three tasks to the participants.Both visual and statistical analyses were used to examine the data obtained. The split middle approach was employed to conduct the visual analysis. Repeated measures multivariate analysis of variance was used for the statistical analysis.Results of the analyses generally suggest that one-to -one instruction was superior in terms of effectiveness and efficiency. This was true for all subjects with the exception of one subject for whom one-to-one and sequential instruction were found to be equivalent in terms of effectiveness. However, the degree to which this method was better did vary among subjects. Situational generalization occurred equally with all three modes examined.
Department of Special Education

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37

Felton, Anne. "The effects of attending an afterschool tutoring program on students of low socioeconomic status." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009feltona.pdf.

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38

Sibley, Betty J. Wheeler Pamela H. Stearns Keith E. "The effects of an inservice training program on the attitudes of regular educators toward mainstreamed students with disabilities." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9603522.

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Thesis (Ed. D.)--Illinois State University, 1995.
Title from title page screen, viewed May 5, 2006. Dissertation Committee: Pamela H. Wheeler, Keith E. Stearns (co-chairs), Jeffrey B. Hecht, Ming Gon-Lian, R. Kay Moss. Includes bibliographical references (leaves 65-74) and abstract. Also available in print.

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39

Pottinger, Richard C. "Elementary school principals' attitudes and training as they relate to their least restrictive environment (LRE) practices toward self-contained learning disabled and/or emotionally impaired students." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/49869.

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If the intent of Public Law 94-142 is to be realized as it pertains to the provision of appropriate placement and programming within the least restrictive environment for handicapped students, there must be an improved understanding of the attitudes, training, and experience of the principal as they relate to his practices. The purpose of this study was to examine the attitudes and training of elementary school principals in a large mid-Atlantic school system as they related to their least restrictive environment practices toward students with specific learning disabilities and/or emotional disturbances who are placed in self-contained, (Level 4) special education classes in their schools. A review of literature indicated no instruments emphasizing elementary school principals' attitudes, training, and current LRE practices. A survey instrument was developed that was sensitive to the above variables. The sample which responded to the survey instrument included 46 elementary school principals who supervise self-contained (level 4) learning disabilities and/or emotionally impaired classes out of a total population of 46 principals and 72 special education teachers working with these programs. The mu1ti—part survey instrument completed by principals included 3 sections: LRE Practices, Opinions Related to LRE Practices, and Demographics. Thirteen LRE activities were delineated to provide a composite of the LRE practices over which the principal has direct influence. The special education teachers responded to a modified survey instrument that focused on their principals' LRE practices.
Ed. D.
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40

Ballard, Katherine D. "The effects of integrated learning systems on mathematics skill development for children with performance deficits in mathematics achievement." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1370876.

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In the modern classroom, computer software systems are commonly being used by students to practice and learn academic skills. School systems are increasingly being encouraged to provide technology resources to their students. Physically providing computer software systems for student use does not guarantee that these programs will have an impact on student learning or they will be properly implemented. Two separate studies were conducted to determine how an integrated learning system (ILS) impacted the mathematics achievement of students receiving special education services in math. The first study compared the growth of students' standardized testing scores from Spring 2005 to Spring 2006 between the ILS group (n = 56) and the comparison group (n = 43). Students were receiving special education services for either a primary disability area of a Specific Learning Disability or an Other Health Disability in a Midwestern elementary school setting (grades 3-6). Results indicated no significant difference between the ILS and comparison groups' growth scores. The second part of the study investigated 10 students' math achievement in relation to the math skills practiced, either solely on the ILS or through the ILS and teacher instruction. Students in the second part of the study were receiving special education services in the primary disability area of a Specific Learning Disability or an Autism Spectrum Disorder. Descriptive data gathered suggested that students gained math skills when the ILS was combined with teacher instruction. The discussion focuses on ILS features that were barriers for students with special education needs and how an ILS can be differentiated to become accessible for all learners.
Department of Educational Psychology

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41

Karr, Jolanda Tracie. "Environmental education: The equalizer." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2860.

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42

Mashile, Lauriel. "Challenges in the implementation of inclusive education in full-service primary schools in Thaba Chweu Municipality, Mpumalanga Province." Thesis, University of Limpopo, 2017. http://hdl.handle.net/10386/1961.

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Trivette, Carol M., and Catherine Corr. "DEC Recommended Practice Can Make a Difference in the Outcomes for Young Children with Disabilities Who Have Experienced Abuse and Their Families." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4439.

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Children who are abused are at a higher risk for developing a disability, and, conversely, children with a disability are at a higher risk of being abused and neglected. I know that you don’t want to hear any more, but you need to, because you can help. This presentation will use a case study approach to focus on the actions of professionals who were trying to do the very best for a young child who became disabled as a result of abuse. Though the outcome met all of the specific requirements of child welfare and early intervention programs, clearly the outcome was not the best for this child and family. In this session using the new DEC Recommended Practices, participants will develop a picture of how the DEC RP might have been used and how the result would have been very different.

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Rutter, Lucinda. "The implementation and facilitation of the whole language approach with deaf learners : eight to twelve years old." Thesis, Stellenbosch : Stellenbosch University, 2003. http://hdl.handle.net/10019.1/53647.

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Thesis(MEd)--University of Stellenbosch, 2003.
ENGLISH ABSTRACT: Traditionally, schools for Deaf learners taught the language arts within a behaviouristic model with the result that language was broken down into parts and sub-skills and presented in a de-contextualised way. This approach to teaching was sequentially building from the simplest to the most complex form. In contrast to this, the Whole Language approach focuses on a holistic and integrated approach where all language forms are contextualised. Deaf learners need to acquire language as well as develop language before actively engaging in oracy and literacy. With the acceptance of Sign Language as part of the Total Communication philosophy, the medium of instruction is English/Afrikaans/Xhosa in the printed and written form. This necessitates a move towards an approach in which the teaching and learning of language is meaningful, as well as functional such as the Whole Language approach which includes aspects of constructivist theory, appropriate beliefs and effective practice. This research focused on the factors influencing teachers' acceptance and problems experienced as well as the literacy development of the Deaf learner during implementation and facilitation of the Whole language approach. The qualitative design accommodated the exploratory contextual nature of this type of research. The research methodology was a qualitative case study, consisting of three experienced teachers of the Deaf and twenty Deaf learners with varying degrees of hearing losses and mixed language abilities. The methods used during data collection were interviews, journal entries, workshops, and observations. Data analysis was done by using the procedure of open coding where manageable units of data were coded into categories and themes. These themes and categories were interpreted and correlated with the literature. The researcher facilitated the implementation of the Whole Language approach by providing the resource material, building trusting relationships and continuously consulting with the teachers involved in the study. The findings of the study shows that learners abilities such as confidence, risk taking, interest, power sharing, trust, motivation and active learning contributed to learners engaging in the language system - oracy and literacy whilst it extended and enriched the teachers' practices and teaching strategies.
AFRIKAANSE OPSOMMING: Tradisioneel het skole vir Dowe leerders taal binne 'n behaviouristiese raamwerk onderrig wat tot gevolg gehad het dat taal in kleiner eenhede en subvaardighede, sonder 'n bekende konteks, aangebied is. Hierdie benadering is stapsgewys aangebied vanaf die eenvoudigste tot die mees ingewikkelde vorm. Hierteenoor staan die Geheeltaalbenadering waar klem geplaas word op 'n holistiese, geïntegreerde benadering waar alle taalfasette gekontekstualiseer word. Die verwerwing en ontwikkeling van taal is 'n voorvereiste vir die Dowe leerder se kommunikasie ("oracy") - en geletterdheidsvaardighede (lees en skryf). Met die aanvaarding van Gebaretaal as deel van die Totale kommunikasie filosofie, word Engels/Afrikaans/Xhosa die onderrigmedium ten opsigte van lees en skryf. Gevolglik is dit noodsaaklik om 'n benadering te volg waar klem gelê word op betekenis om sodoende aan die taalbehoeftes van die Dowe leerder te voldoen. Die Geheeltaalbenadering voldoen aan hierdie vereistes ten opsigte van die teoretiese begronding, die konstruktivistiese filosofie, toepaslike geloofsisteme asook die effektiewe praktyk. Hierdie navorsing is toegespits op die geletterdheidsontwikkeling van die Dowe leerder en die faktore wat die onderwysers se aanvaarding tydens implementering en fasilitering van die Geheeltaalbenadering 'n rol gespeel het. Die kwalitatiewe aard van die navorsingsontwerp het In verkennende en kontekstueel-beskrywende vorm aangeneem. Die navorsingsmetodologie het gebruik gemaak van 'n enkel gevallestudie waaraan drie ervare onderwysers en twintig Dowe leerders deelgeneem het en verskillende grade van gehoorverlies en taalvaardigheidsvlakke openbaarhet. Die metode van data-insameling wat gebruik is, is onderhoude, joernaalinskrywings, werkswinkels en observasie. Die data-ontleding was gedoen deur gebruik te maak van 'n cop koderingsprosedure, waar hanteerbare data-eenhede gekodeer is in temas en kategorieë. Laasgenoemde is met behulp van literatuur geïnterpreteer en gekorreleer. Die navorser het die Geheeltaalbenadering geïmplementeer en gefasiliteer, deur hulpmiddels te voorsien, sowel as om betroubare verhoudings en effektiewe samewerking tussen kollegas te bewerkstellig. Die bevindinge van hierdie studie het gedui dat leerders se vaardighede soos motivering, bereidheid om te waag, belangstelling, wedywering en vertroue 'n bydrae gelewer het tot h/sy inskakeling as aktiewe leerder ten opsigte van die taalsisteem (kommunikasie en geletterdheid) terwyl die onderwysers se onderwyspraktyk en onderrigstrategieë uitgebrei en verryk is.

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Chan, Siu-ling. "Resource class teachers' and ordinary class teachers' perceptions of collaborative roles." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19004205.

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McBryde, Joan Horton. "Assisting the learning disabled through the use of math manipulatives." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/670.

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47

Finazzo, Constance Lea. "Increased coordination skills for the third through sixth grade special day class: A dance curriculum unit." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1453.

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This project is a dance curriculum unit designed for teachers working with students who have learning handicaps. It is specifically designed for students in grades three through sixth. It can be used in coordination with the performing arts curriculum or the physical education curriculum.

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Misigaro, Edwin Nitunga Morreau Lanny E. "Factors influencing Tanzanian students to leave school prior to grade seven graduation." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323738.

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Thesis (Ed. D.)--Illinois State University, 1993.
Title from title page screen, viewed February 15, 2006. Dissertation Committee: Lanny Morreau (chair), Ming-Gon John Lian, Paul Baker, Keith Stearns. Includes bibliographical references (leaves 134-152) and abstract. Also available in print.

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Maida, Vikki Y. ""An achievable dream": a program for at risk elementary school students in Newport News, Virginia." Diss., Virginia Tech, 1993. http://hdl.handle.net/10919/40194.

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The purpose of this study was to determine the effectiveness of "An Achievable Dream" (AAD), a program developed for at risk elementary students in Newport News, Virginia, in improving academic achievenlent, self concept, and school attendance. One hundred rising fourth grade students were identified in 1992 to participate in the pilot year of this program. Eighty-four students completed the entire year and were included in this study. A review of effective programs currently operating throughout the country examined other programs with similar goals. A case study detailed the history of the program, the adaptations made since the program's inception, and a summary of baseline data on the students. A program evaluation validated the structure of AAD, assessed the impact of AAD as it related to achieving the stated goals, and served as the foundation for a decision model for program continuation. Data was obtained through individual interviews, a review of written program materials, attendance records, and from individual student scores on the Iowa Test of Basic Skills (ITBS) reading comprehension subtest, the Degrees of Reading Power (DRP), and the Piers-Harris Children's Self Concept Scale (PHCSCS). All AAD program components were validated except student selection procedures. Many students were selected for inclusion into the program who did not fit the criteria for selection. Results of the evaluation showed little change in school attendance patterns and a decline in reading achievement percentile scores on both the ITBS and the DRP. Scores on the PHCSCS indicated that the majority of the students had an average to above average self concept. The decision model for program continuation included recommendations for consideration in program continuation.
Ed. D.

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Hurlbut, Amanda Renee. "Elementary Pre-service Teachers’ Perceptions and Experiences of Mathematics Intervention and Response to Intervention Practices." Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc804928/.

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Response to intervention has become a widely implemented early intervention and pre-referral program in many schools due to the reauthorization of the 2004 Individuals with Disabilities Education Act. Limited studies exist that validate how teacher preparation programs are preparing the next generation of teachers to assess students, apply early academic interventions, monitor progress, and make educational decisions for students with learning difficulties as part of an RTI program. The purpose of this study was to examine elementary pre-service teachers’ perceptions and experiences in a mathematics intervention project (MIP), as part of a university mathematics methods course as related to RTI practices. Data were collected from multiple sources, including: Seidman’s three-step interview series with pre-service participants and course instructors, document analysis of the Mathematics Interactions Project (MIP) students’ responses, mathematics methods course syllabi, and observations of the mathematics methods course instruction. Haskell’s transfer theory was used as the framework from which to analyze the data. It was assumed that if a majority of the 11 principles of meaningful transfer were addressed, higher levels of transfer from university instruction to intervention instruction would be observed during the MIP. Findings indicate differences in RTI understanding according to elementary education degree plan. Candidates in the English as a Second Language (ESL) program did not demonstrate a strong foundational understanding of RTI, evidenced by a lower level of transfer about RTI. Alternately, pre-service teachers in the special education degree plan had a stronger foundational knowledge of RTI, discussed how RTI learning was supported, and had more experiences to implement RTI (principles 1, 7, and 9). Pre-service teachers in the Special Education (SPED) certification degree plan demonstrated a higher level of transfer since more of the principles were met; this was foundational in Haskell’s transfer theory. Implications are that elementary education programs, and particularly projects such as the MIP, should focus explicitly on RTI practices, as these are increasingly necessary in the field of elementary education practice.

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