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Dissertations / Theses on the topic 'Education, Evaluation|Education, Special'

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Published: 9 July 2021

Last updated: 29 July 2025

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1

Cook, Melissa M. "An Examination of the Proportion of Special Education Students in Single-Parent Homes in Comparison to Regular Education Students in Similar Households." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10288317.

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<p> This study was designed to determine the relationship between the family unit, which was defined as single-parent households and two-parent households, and educational placement. Data were collected from six Southwest Missouri K-8 districts in Region C. Participants reported student enrollment according to categories of single-parent special education, single-parent regular education, two-parent special education, and two-parent regular education. In addition, district special education coordinators were interviewed to gather data on their perspectives and experiences regarding the differe

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2

Rasul, Nafees H. "Elementary Principals' Perceptions of Special Education Teachers' Performance Evaluation Process." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5255.

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Evidence suggests that current special education teacher evaluation systems may not accurately reflect these teachers' unique duties and responsibilities. In a Midwestern, urban school district, the teacher evaluation system was not adequately aligned with the performance expectations of special education teachers. Guided by Danielson's framework for teaching, this qualitative case study explored elementary school principals' perceptions of teacher evaluation approaches, perceived effectiveness of these approaches, applications of key indicators of teaching quality, and barriers preventing acc

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Tingley, Jennifer Anne. "An Evaluation of Southeast School District's Special Education Program's Compliance." W&M ScholarWorks, 2017. https://scholarworks.wm.edu/etd/1530192425.

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This study is a program evaluation of a small, rural school district’s special education program’s compliance with key processes, including the child study, eligibility, and individual education plan (IEP) processes. The goals of the evaluation were to identify potential weaknesses in the special education program implementation, and to provide suggestions for improvement. The program evaluation model used is the Context, Input, Process, Product (CIPP) model, which was developed by Daniel Stufflebeam. The research questions assessed the alignment of the school district’s special education hand

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4

Woodson, Lorenzo Adrian. "Teacher and Student Variables Affecting Special Education Evaluation and Referral." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4490.

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Past research has revealed that African American/Black boys are referred for special education evaluation at disproportionately higher rates than boys of other racial/ethnic groups. This correlational study used survey methodology to examine whether student and teacher demographic variables predicted how likely a teacher would refer boy students for special education evaluation. The following questions guided this research: 1) To what degree does student race/ethnicity, teacher gender, teacher race/ethnicity, and teacher attitude toward inclusion predict how likely a teacher would refer boys'

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5

Morgan, Rachel C. "Inclusive Education for Preschool Learners with Autism| A Program Evaluation." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746766.

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<p> This is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done wit

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6

Fitch, Mark Joseph. "Rti characteristics commonly implemented in high performing middle schools." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3611753.

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<p> The Individuals with Disabilities Act of 2004 allowed schools to use a Response to Intervention (RtI) model as opposed to the discrepancy model to qualify students as learning disabled. The incorporation of the RtI model provided earlier interventions for students and reduced avoidance of special services and false diagnosis. With the success of the RtI model at the elementary level, middle schools attempt to implement the program with varying success. In this study, middle school principals were surveyed to determine their respective building's current level of implementation in regard

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Cotton, Dorothy R. "The golden state| Shedding light on the improvement plans of California's TK-12 districts to reduce the disproportionate identification of emotional disturbance." Thesis, California State University, Long Beach, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3674332.

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<p> The phenomenon of the disproportionate representation of students of color in special education programs has been a concern amongst educational scholars over the last four decades; especially in the category of emotional disturbance. Qualitative research that explores actual districts as well as the programs they implement is needed to assist practitioners within the nation's TK-12 districts. The purpose of this study was to investigate what policies and procedures districts have revised or implemented to reduce referrals for special education placement, as well as compare state required i

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8

McCauley, David John. "Special Education Teacher Perceptions of the Characteristics of a Satisfactory Working Environment." Thesis, Lindenwood University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3732099.

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<p> The special education teacher is a part of any school district and with the position comes responsibility for the teacher, building administrators, and district administrators. These school district personnel must work together to create a safe environment for all students to be successful. </p><p> In 1983, the U.S. Department of Education’s report, A Nation at Risk, brought attention to the issue of retention of schoolteachers, especially those that worked with special needs students. While working as a special educator, the researcher overheard many teachers express concern abou

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9

Glazer, Matthew F. "A Mixed-Methods Study of the Suspension/Expulsion and Graduation Rates of Missouri Public High School Special Education Students." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249510.

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<p> The researcher conducted a study focused on the suspension/expulsion and graduation rates of Missouri public high school special education students. The goal was to determine if these areas of focus influenced one another. Analysis occurred through the use of secondary data from the Missouri Department of Elementary and Secondary Education within the following school years: 2012-2013, 2013-2014, and 2014-2015. Additionally, public school personnel received online surveys via SurveyMonkey.</p><p> The four hypotheses targeted the following: a difference between public high school special e

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10

Hillman, Alana S. "Early Interventions and Student Achievement." Thesis, Lindenwood University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3619165.

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<p> Educating children is a costly endeavor; however, when children with special needs enter kindergarten unprepared emotionally, socially, or academically, the increased costs and support systems have to be absorbed by the schools and communities. The purpose of this study was to determine if there was a significant difference between the academic achievement of students participating in Early Childhood Special Education (ECSE) compared to students without ECSE services with DIAL-3 scores ranked in the 20<sup>th</sup> percentile or below. Achievement scores for second and third graders in one

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Kite, Toby G. "Academic Interventions and Academic Achievement in the Middle School Grades." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10027597.

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<p> After the passing of the Individuals with Disabilities Act of 2004, many schools began to use a Response to Intervention (RtI) model instead of the discrepancy model when identifying students with specific learning disabilities (National Center on Response to Intervention, 2011). When elementary schools adopted the RtI model, it was shown to be successful with any students who need academic interventions (National Center on Response to Intervention, 2011). The success at the elementary level has led to middle schools adopting the model with varying success (National Center on Response to

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12

Hantak, Kelly. "An Initial Examination of Relationships Between Early Intervention Services, Family Outcomes, and Andragogical Factors." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253896.

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<p> This study is an examination of early intervention services for infants/toddlers with visual impairments, as related to home-based services and andragogy learning theory. Early intervention refers to therapeutic services provided to eligible infants/toddlers while andragogy emphasizes how adults learning. Research discussed the implementation of andragogical factors with parents of infants/toddlers appeared limited. The null hypotheses statements addressed four variables related to infant/toddler with visual impairments assessment scores, the number of home visit units authorized by the ch

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Portwood, Barbara. "Inclusive Special and General Education Secondary Teachers' Attitudes towards the Inclusion of Students with Disabilities in the General Education Setting." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10748483.

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<p> The passage of The No Child Left Behind (NCLB) Act (2002), formerly known as the Elementary and Secondary Education Act, sparked a significant rise in the number of students with disabilities receiving their instruction in the inclusive setting. While previous legislation mandated that students with disabilities be included in standardized testing, NCLB called for closing the achievement gap between students with disabilities and their nondisabled peers. Research indicated the success of students with disabilities in the general educational setting was influenced by teacher attitude. This

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14

Bore, Julia Chelagat. "Distance Education in the Preparation of Special Education Personnel: An Examination of Videoconferencing and Web-based Instruction." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4818/.

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This study examined the effectiveness of employing videoconferencing and Web-based instruction in the preparation of special education personnel. Due to the acute shortage of special education personnel, it was anticipated that the use of videoconferencing and online instruction would provide a convenient way for students to attend class without having to travel to the actual location of the educational site. Further, it was believed that this initiative would result in higher student enrollment in special education teacher certification programs, consequently leading to an increase of personn

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Carter, Stacy L., and John J. Wheeler. "The Social Validity Manual: Subjective Evaluation of Interventions." Digital Commons @ East Tennessee State University, 2019. https://www.amzn.com/0128160047/.

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Social Validity is a concept used in behavioral intervention research. It focuses on whether the goals of treatment, the intervention techniques used, and the outcomes achieved are acceptable, relevant, and useful to the individual in treatment. The Social Validity Manual, 2e, provides background on the development of social validity, an overview of current research in social validity, and guidelines for expanding the practice of social validation. The book offers detailed information on scales and methods for measuring social validity across the goals, procedures, and effects of treatments ut

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Gikas, Suzanne Josephine. "Social narrative interventions for students with autism." Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618889.

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<p> In this study, a multiple baseline design across participants was used to evaluate the effects of a social narrative on teaching appropriate social skills to three students with autism. Currently, guidelines for Social Story™, as established by Carol Gray, have become very popular despite minimal scientific evidence to support their efficacy (Bellini, Peters, Benner, & Hopf, 2007; Sansosti, Powell-Smith, & Kincaid, 2004; Reynhout & Carter, 2006). This study deliberately deviates from Gray's guidelines in an attempt to evaluate the contribution of the narrative to social

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Richardson, Dawn. "Evaluation and Needs-Based Assessment of Special Education Teachers' Knowledge of Austism Interventions." TopSCHOLAR®, 2007. http://digitalcommons.wku.edu/theses/417.

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Autism Spectrum Disorder (ASD) is being increasingly identified in children, yet there are only a minimal number of studies examining the use of research-based intervention strategies in a classroom educational setting. This present study examined the use of Discrete Trial Training, Picture Exchange Communication System, Social Stories, Structured Teaching, and Video Self-Modeling by special education teachers with students with ASD. A questionnaire was completed by 91 special education teachers from the Green River Region Educational Cooperative, which encompasses 17 different school district

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Gore, Kimberly C. "A qualitative study of factors that influence the retention of highly qualified special education teachers." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2008. http://digitalcommons.auctr.edu/dissertations/11.

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Spring, Helena T. "A case study of a school district's evaluation of its special education program /." Access Digital Full Text version, 1995. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11792437.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1995.<br>Includes tables. Typescript; issued also on microfilm. Sponsor: Jeannette Fleischner. Dissertation Committee: Frank L. Smith, Jr. Includes bibliographical references (leaves 183-189).

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Guthrie, Tammy Reutzel. "Close the gap| A multiple case study about the decision-making process of administrators in Ohio districts." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10258155.

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<p> Research has identified evidenced-based practices and programs that are successful for increasing the learning outcomes of students with disabilities which in turn helps narrow the achievement gap between the student subgroup and non-disabled peers. Employing the identified practices has produced inconsistent results and led to a closer examination of the fidelity of implementation in current research. This study explored the decision-making process regarding the selection and evaluation of evidenced-based practices to improve learning for students with disabilities as well as the methods

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Miller, Patricia S. "Teaching efficacy and referral of students to special education." Diss., Virginia Polytechnic Institute and State University, 1987. http://hdl.handle.net/10919/53647.

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The primary purpose of the study was to determine the extent to which teaching efficacy, a motivational construct derived from Bandura's theory of self-efficacy, is related to the referring of students for special education services. Secondary purposes were to gather information on the validity of The Teacher Efficacy Scale (Gibson, 1983) and to obtain a better understanding of the construct of teaching efficacy, and how it is manifested in high and low efficacy teachers. A three-phase study was designed to investigate the problem. A survey of all first, second and third grade teachers in a mi

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22

Shannon, Nicole R. "AN EXAMINATION OF PARENTAL INVOLVEMENT AND REACTION TO PRESCHOOL SPECIAL EDUCATION ELIGIBILITY DETERMINATION." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1561197060763449.

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23

Widener, Robert Edward Jr. "Evaluating Special Education Teachers: Do We Get the Job Done? A Regional Perspective." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1287.

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Legislation enacted by federal and state governments has created a transition in the service delivery model of instruction provided to many students identified as having an educational disability. As a result of this transition, more emphasis is being placed on educating these students in the least restrictive environment, which moves these students from a self-contained model into a collaborative or inclusive setting. This transition has also created a situation where building level administrators are now evaluating and observing special education teachers in a variety of instructional settin

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Legg, David E. "The utility of curriculum-based measurement within a multitiered framework| Establishing cut scores as predictors of student performance on the Alaska standards-based assessment." Thesis, Pepperdine University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557477.

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<p> The purpose of this study was to explore the relationship between student performance on Reading Curriculum-based Measures (R-CBM) and student performance on the Alaska's standards based assessment (SBA) administered to students in Studied School District (SSD) Grade 3 through Grade 5 students in the Studied School District as required by Alaska's accountability system. The 2 research questions were: (a) To what extent, if at all, is there a relationship between student performance on the R-CBM tools administered in Grades 3, 4, and 5 in the fall, winter, and spring and student performance

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Littler, Keith Trevor. "An evaluation of local education authority off-site special units for disruptive pupils." Thesis, University of Hull, 1988. http://hydra.hull.ac.uk/resources/hull:8400.

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This thesis is concerned to evaluate Local Education Authority Off-Site Special Units for Disruptive Pupils. By reviewing the relevant literature, and by ascertaining the views of Local Education Authorities, the thesis develops the argument that schools are ambivalent in their reasons for referring disruptive pupils to Off-Site Special Units. Whilst maintaining primary concern for the pupils' reform, a greater concern seems to be evident for the removal of recalcitrant pupils in the best interests of the referring school. Either way, the decision to refer the pupil to an Off-Site Special Unit

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Langford, Megan Sue. "A Content Analysis of Evaluation Instruments Used by Special Education Teacher Preparation Programs." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2859.

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The purpose of this study was to conduct a content and component analysis of evaluation instruments used to evaluate preservice teacher performance by special education teacher preparation programs. Direct observation (DO) and summative evaluation (SE) forms were collected from a random sample of Special Education teacher preparation programs that are recognized by the Council for Exceptional Children (CEC). The forms were then coded for content and components based on predetermined categories to identify similarities and differences. Variances among the DO and SE forms indicated possible meth

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Cabral, Robin Morales. "Student learning behaviors and intervention practices cited among Midwestern teachers referring bilingual CLD students for special education evaluation." Diss., Manhattan, Kan. : Kansas State University, 2008. http://hdl.handle.net/2097/932.

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O'Brian, Mary M. Smith Paula J. "A comparative study of paradigms related to the assessment process for determination of individual student needs a journey through the maze /." Normal, Ill. Illinois State University, 1997. http://wwwlib.umi.com/cr/ilstu/fullcit?p9803732.

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Thesis (Ed. D.)--Illinois State University, 1997.<br>Title from title page screen, viewed June 7, 2006. Dissertation Committee: Paula Smith (chair), Jeffrey Bakken, Raymond Schmitt, Mark Swerdlik, David Tucker. Includes bibliographical references (leaves 95-105) and abstract. Also available in print.

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Dowrick, Margaret. "A multi-attribute evaluation of education outcomes for students who attend three Australian special schools." Thesis, View thesis, 2004. http://handle.uws.edu.au:8081/1959.7/26696.

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The absence of information that identifies desirable learning outcomes for students who attend Australian special schools and the absence of data that demonstrate the levels of mastery students have attained during their scholastic years, leave special education service provision vulnerable. This study, the first of its kind in Australia, developed a four phased evaluation process designed to assist special schools to ascertain desirable learning outcomes for students of school leaving age and to measure those outcomes. The process incorporated principles of the Outcome- Based Education approa

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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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31

Hanson, Coral Kathleen. "The impact of enrollment in a combined reading and learning strategies course on exceptional students' FCAT Reading scale scores." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/658.

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Previous research has shown that because remediation and support replace required and career-defining courses, exceptional students fall behind, ill equipped to act in society as autonomous adults. No Child Left Behind requires reading proficiency, so students failing standardized tests must take remedial courses. Individualized education plans often require support courses. However, there remains an important gap in the literature regarding the usefulness of reading, standardized testing, and leadership research to solve this problem. A class combining reading and support for students with ex

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Phipps, Jonathan Lanier. "A comparative analysis regarding factors related to 13- to 18-year-old African American male adolescents in special education and the justice system." Thesis, Capella University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3605261.

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<p> This study was focused on the identification of selected risk factors seemingly present among African American male adolescents 13 to 18 years old who were participants in special education programs at their schools. Many of these male adolescents were also found to participate in the juvenile justice system under what was characterized as disproportionate placement. Through the perusal of several sources, including but not limited to parents, educators, law enforcement personnel, principals, counselors, and experienced teachers involved with special education students, it was realized the

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Theaker, Sherri L. "Pre-service Teachers Attitudes Toward Integration: Does a Student Teacher Placement in an Integrated Classroom Make a Difference?" Ohio : Ohio University, 2008. http://www.ohiolink.edu/etd/view.cgi?ohiou1210193393.

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34

Blackband, Melvyn James. "An evaluation of provision for pupils with special educational needs under the Education Act 1981 : including a consideration of the specific provisions availiable under the Act within the Wakefield Local Education Authority." Thesis, University of Leeds, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.235676.

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35

McPherson, Rebekah. "International Distance Learning in Special Education: A Program Evaluation of a US-Ecuador Collaboration." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30493/.

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The internationalization of distance learning in special education is at a pivotal point in expansion. Even with concerted efforts through traditional means to increase the supply of special educators, shortages persist; therefore, teacher preparation programs are turning to online education. This dissertation study was a formative program evaluation of a bilingual, two-course sequence within a web-based special education master's program offered at the University of North Texas (UNT), in Denton, Texas, and at the Universidad Casa Grande (UCG) in Guayaquil, Ecuador. The research design was bas

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Lopes, Alexandre. "Special and General Education Teachers’ Assessment of Their Participation in a Peer Assistance and Review (PAR) Program." FIU Digital Commons, 2018. https://digitalcommons.fiu.edu/etd/3691.

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Traditional teacher evaluation systems have failed to (a) show variations in teacher effectiveness, (b) determine teachers’ professional development needs, and (c) align evaluation of teacher effectiveness with compensation, retention, and dismissal. Furthermore, traditional teacher evaluation systems have failed to establish teaching practices that positively affect student learning - an issue of critical importance for students with disabilities. The literature indicates that Peer Assistance and Review (PAR), grounded in social network theory, is regarded by many as a viable option to compen

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Smith, Sandra F. "Evaluation Measures: Do They Measure the Special Education Administrator's Roles and Responsibilities by Which They Are Held Accountable under NCLB and IDEA 2004." Diss., Virginia Tech, 2007. http://hdl.handle.net/10919/27498.

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Special education is a field inherent with compliance and accountability issues. Special Education Administrators are tasked with the responsibility of implementing programs and maintaining compliance with state and federal standards while ensuring high quality educational performance. This research examined how the current Special Education Administrators are being held accountable under NCLB and IDEA. In addition, the previous roles and responsibilities of Special Education Administrator were reviewed in order to provide background information and to provide insight into Special Education Ad

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Karpen, Lalita. "Impact of Professional Learning Community on Coteaching." ScholarWorks, 2015. http://scholarworks.waldenu.edu/dissertations/1691.

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A professional learning community (PLC) is designed to increase pedagogical knowledge and encourage collaboration amongst teachers. Many schools are using a variety of PLCs to increase collaboration and improve teaching and learning. The study school implemented a PLC, but collaboration and effective coteaching practice have not improved. Guided by social constructivism and social cognitive learning theories, the goal of this research was to explore coteachers' perceptions, attitudes, and beliefs about the overall effectiveness of the PLC coteaching model to improve instructional strategies. A

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Davidson, Melanie C. "Tennessee Per-pupil Expenditures in Special Education and Academic Achievement." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etd/2571.

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Federal legislation known as the No Child Left Behind act has required states to close achievement gaps. The purpose of this study was to investigate the relationships between special education spending by districts in the state of Tennessee and standardized achievement for students with disabilities. Secondary data were obtained from the Tennessee Department of Education’s website (www.tn.gov/education). Data from each local education association were collected for the years of 2010-2014 in the areas of special education spending, special education population, and TCAP proficiency percentages

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Dowrick, Margaret. "A multi-attribute evaluation of education outcomes for students who attend three Australian special schools /." View thesis, 2004. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20051209.094232/index.html.

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Lujan, Shari E. "The importance of administrative support for special education teachers." Scholarly Commons, 2020. https://scholarlycommons.pacific.edu/uop_etds/3669.

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Since the inception of special education laws in the 1970’s, special education teachers have been given the responsibility of educating children with exceptional needs. Those needs range from children with mild to moderate disabilities to children with moderate to severe disabilities. There are 13 categories that a child can qualify for special education services through an Individual Education Program (IEP). The majority of children with exceptional needs are educated on general education campuses. With high stakes testing and the push for academic excellence, one may wonder how a child w

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Latham, Susan Ladd. "Parents' perceptions of communication practices with school professionals during initial years of special education placement." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0325102-161821/unrestricted/lathams2.PDF.

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Kantor, Kristen Sparks. "General educators perceptions of preparedness to teach in mixed-ability classrooms." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/850.

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The increasing populations of students with special academic needs included in general education classrooms in American public schools are providing a growing teacher preparation challenge. The purpose of this study was to analyze both strengths and weaknesses in how general education teachers perceived their pre-service preparation for teaching in mixed-ability classrooms. A constructivist learning theory paradigm was used to interpret shared experiences of general education teachers working in mixed-ability public elementary schools. The research question was centered in how this group of te

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Winningham, Dana. "An analysis of functional behavioral assessments used in public schools in Tennessee and Georgia." [Johnson City, Tenn. : East Tennessee State University], 2002. http://etd-submit.etsu.edu/etd/theses/available/etd-0813102-111657/unrestricted/WinninghamD082202a.pdf.

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Brown-Oyola, Janice Lorraine. "The Difference in Attitudes of Regular and Special Education Teachers Toward Inclusion." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3241.

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Inclusion has been introduced throughout the educational community as a method to increase math and reading scores of underachieving schools on standardized tests. The problem was that teachers were not effectively implementing inclusion. Guided by Bandura's (1994) self-efficacy theory, which hypothesizes that a person's sense of efficacy provides information of their capability and the ability to assess their performance, the purpose of this quantitative quasi-experimental study was to determine if there was a significant difference in attitudes on inclusion between regular and special educat

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Laverty, Joanne Rubino. "A study of the prereferral intervention process in Pennsylvania following the rescinding of the instructional support team mandate." Open access to IUP's electronic theses and dissertations, 2007. http://hdl.handle.net/2069/58.

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Gwynne-Atwater, Angela. "An Evaluation of a Special Education Preschool Program Serving Children With Autism or Autistic-Like Behaviors." Diss., Virginia Tech, 2011. http://hdl.handle.net/10919/26635.

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Educational Leadership is faced with the requirements designated under the No Child Left Behind (NCLB) Act of 2001. Included in this legislation are the requirements of administrators to ensure that children with disabilities make academic progress and meet the legal mandates of the Individuals with Disabilities Education Improvement Act (IDEIA) of 2004. States receiving federal funding must provide free, multidisciplinary diagnosis, evaluation, and appropriate public preschool education for special needs children. The demand on administrators to prepare teachers and develop appropriate earl

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Speidel, Mary. "TEACHER ATTRITION AND RETENTION IN EXCEPTIONAL STUDENT EDUCATION: AN EVALUATION OF THE SKILLS, TIPS, AND ROUTINES FOR TEACHER SU." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2230.

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Teacher attrition affects the quality of services for students in K-12 education and poses an ongoing challenge for educational leaders, especially in the area of special education. Special educators leave the profession at higher rates than general educators. As a growing state, Florida has identified special education as a critical teacher shortage area. This study evaluated the Skills, Tips, and Routines for Teacher Success (STARTS) initiative of Volusia County Schools, a large district in east central Florida. Implemented in 2001 for new ESE teachers, STARTS offered four days of training i

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Fine, Jason A. "Understanding the Impact of Teacher Preparation Related to Tourette Syndrome." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1584463978284961.

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Yip, Yee-yan, and 葉苡甄. "Building safety nets for the mentally retarded students: an evaluation of the special education policy in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50258035.

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