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Dissertations / Theses on the topic 'Special education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Hayward, Joseph Thaddeus. "The special education director, the elementary school principal, and special education leadership /." Access Digital Full Text version, 1989. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10901383.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1989.<br>Typescript; issued also on microfilm. Sponsor: Thurston A. Atkins. Dissertation Committee: Kay Alicyn Ferrell. Bibliography: leaves 122-132.

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2

Russell, Pamela J. "Special education administrators' perceptions of mandatory comparability of special education rooms to regular education rooms /." Search for this dissertation online, 2006. http://wwwlib.umi.com/cr/ksu/main.

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3

McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.

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This study examines the growth and development of a program for the preparation of special education teachers in Early Childhood Education, Following an overview of historical perspectives in Early Childhood and Special Education, including international influences, models which would aid in the development of such a program are discussed. The Provincial Child Care Facilities Licensing Board and the Ministry of Education, of British Columbia expressed a wish for the development of post-basic special education programs in Early Childhood Education and their willingness to fund several programs

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4

Sexton, Corrine M. "Successful special education practices." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 96 p, 2007. http://proquest.umi.com/pqdweb?did=1390300381&sid=4&Fmt=2&clientId=8331&RQT=309&VName=PQD.

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5

Roach, Amanda Janelle. "Teacher burnout special education versus regular education /." [Huntington, WV : Marshall University Libraries], 2009. http://www.marshall.edu/etd/descript.asp?ref=973.

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6

Newton, Norrisa. "Examining Attrition Among Bahamian Special Education Teachers and Implications for Special Education Reform." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5508.

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Increasing levels of teacher attrition in special education within Bahamian public schools are preventing students with learning disabilities from achieving their learning goals within inclusive classroom settings. Addressing factors that influence attrition is vital to enhance the quality of education and the efficacy of educators while supporting positive social change. The purpose of this general qualitative study was to ascertain why Bahamian educators leave special education. This was achieved by exploring the influencing factors that have incited the decisions of public special education

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7

Smith, Roy George. "Gender and special education : what makes boys so special?" Thesis, Goldsmiths College (University of London), 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.313295.

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This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is develope

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8

Dykstra, Patricia. "Common characteristics of successful special education referrals : initial referrals resulting in special education placement." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002dykstrap.pdf.

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9

Suelter, Barbara L. Halinski Ronald S. Thomas Clayton F. "Building administrator participation in special education a factor in special education teacher job satisfaction /." Normal, Ill. Illinois State University, 1986. http://wwwlib.umi.com/cr/ilstu/fullcit?p8616850.

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Thesis (Ed. D.)--Illinois State University, 1986.<br>Title from title page screen, viewed July 13, 2005. Dissertation Committee: Ronald S. Halinski, Clayton F. Thomas (co-chairs), Robert L. Arnold, Thomas E. Caldwell, Mary Ann Lynn. Includes bibliographical references (leaves 72-78) and abstract. Also available in print.

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10

Mandrell, Christy Dee. "Teacher effectiveness in special education /." View online, 1986. http://repository.eiu.edu/theses/docs/32211998880884.pdf.

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11

Peterson, Deborah. "Parental participation in special education." Menomonie, WI : University of Wisconsin--Stout, 2005. http://www.uwstout.edu/lib/thesis/2005/2005petersond.pdf.

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12

Chung, Holly Elizabeth. "Paraeducators in special education classrooms /." view abstract or download file of text, 2006. http://proquest.umi.com/pqdweb?did=1283962601&sid=1&Fmt=2&clientId=11238&RQT=309&VName=PQD.

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Thesis (D. Ed.)--University of Oregon, 2006.<br>Typescript. Includes vita and abstract. Includes bibliographical references (leaves 119-124). Also available for download via the World Wide Web; free to University of Oregon users.

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13

Collins, Rob. "Computer applications to special education." Thesis, Keele University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.238175.

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This thesis investigates the way in which software for adults with severe learning difficulties should be designed. Literature from educational technology, the psychology of mental handicap and computer science is reviewed from the Author's viewpoint of software engineering. The literature review points to a need for the design of systems in this area to be a multidisciplinary activity. Four case studies in software development for adults with severe learning difficulties are described. These track the development of software systems from conception, through design and development to evaluatio

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14

Kottas, Vasileios. "Special Education in Greece: Review." Thesis, Högskolan Dalarna, Religionsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-33801.

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Special education has been a major topic of discussion in all countries of the European Union. Initially, the lack of efforts to establish a system for the protection of the rights of people with disabilities in education received international attention already in the 1980s. The continuation of the efforts was made at the level of the European Union, helping to present the first signs of an institutional national foundation of the rights of the people with special needs. In Greece, society and the legislator proved to be unprepared. Social inclusion and school acceptance of pupils with disabi

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15

McKinney, Judith. "The Privatization of Special Education." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2387.

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This study, The Privatization of Special Education, addresses a shift in the provision of special education and related services to students with disabilities in the Commonwealth of Virginia. Students with disabilities are being publicly placed in private day and residential schools at public expense. In Virginia, 125 private schools are licensed by the Virginia Department of Education to serve students with Disabilities. The purpose of this study was to develop a profile of programs, services, and interventions offered in private education schools. This nonexperimental design study focused on

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Parikh, Radha Mani. "Computing technology in special education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060692.

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17

Jonzon, Louic. ""Special education" på Nya Zeeland : En beskrivande studie om Special education på en nyzeeländsk grundskola." Thesis, Karlstad University, Faculty of Arts and Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-5472.

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18

Henderson, Jasolyn L. "Disproportionality in special education the relationship between prereferral intervention teams and the special education process /." unrestricted, 2008. http://etd.gsu.edu/theses/available/etd-04162008-224841/.

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Thesis (Ph. D.)--Georgia State University, 2008.<br>Title from file title page. Stephen Truscott, committee chair; Andrew Roach, Deborah Crockett, T. Chris Oshima, Miles Irving, committee members. Electronic text (164 p.) : digital, PDF file. Description based on contents viewed Aug. 5, 2008. Includes bibliographical references (p. 143-164).

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19

Oketch, Skeeter A. "Special education in Kenya evolution or revolution: comparison with the British system of special education." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2436.

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Disability is not inability. A common phrase used so many times. What are we doing to prove this phrase right? The purpose of this thesis was to examine the plight of children with disabilities in Kenya, what systems have been placed in Kenya to assist students with disabilities and what the government and community has done to help and provide independence to these children with various disabilities in the country. Comparisons were made to the British education systems since Kenya was a British colony, to come up with best practice and offer solutions if any that can be introduced in Kenya, t

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20

Henderson, Jasolyn Lashon. "Disproportionality in Special Education: The Relationship Between Prereferral Intervention Teams and the Special Education Process." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/cps_diss/22.

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The disproportionality of minority students in special education has received much attention throughout the years. Prereferral Intervention Teams (PITs) have been frequently recommended as a means of diminishing disproportionality. One purpose of this study was to examine the impact of PITs on the special education process. This was achieved through the calculation of risk ratios by ethnic/racial group at key phases of the special education process, (a) including referral to PITs, (b) referral for initial evaluations, (c) referral for special education, and (d) special education placement phas

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21

Phillips, Ronald Sydney. "Special education: The status of special education services in Indian band-operated schools in Manitoba." Diss., The University of Arizona, 1994. http://hdl.handle.net/10150/187017.

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For many years Indian students requiring special education services were sent to provincial schools where services were provided. In 1985, the Department of Indian and Northern Affairs Canada (INAC) began providing funds to Indian band-operated schools for support of special education services. During the past nine years, parents, teachers, and administrators of band-operated schools have expressed concerned about the lack of and the quality of special education services in band-operated schools. There is an absence of information regarding the provision of special education services in band-o

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22

Ashby, Marlene. "Special Ideas." TopSCHOLAR®, 1988. http://digitalcommons.wku.edu/theses/1856.

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Special Ideas is a composite of practical strategies and techniques assembled for the primary-grade teacher’s use with the learning disabled student, slow learner and underachiever. The focal point of this material is the basic skills of reading, math, spelling, handwriting and general ideas on classroom management, behavior management and motivation. The purpose of the material is to provide the classroom teacher with practical ideas that may serve as a guide to help the teacher adapt and/or modify the curriculum, the materials, and the methods of instruction to the needs of the special chi

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23

Sindelar, Paul T., and Lori J. Marks. "Alternative Route Training: Implications for Elementary Education and Special Education." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etsu-works/3530.

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In this paper, we review findings from 19 studies of alternative route programs and conclude that they have not been shown to be inferior to traditional programs. These programs are program evaluations and lack many of the controls typical of experimental work; as a result, the findings may be less trustworthy than necessary for reasoned decision-making. Problems inherent in conducting studies of this sort are discussed and illustrated with examples from this literature. The appropriateness of the secondary content area model for elementary and special education is considered from both theoret

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24

Hatchell, Eryn. "Regular education and special education teacher attitudes toward inclusion." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009hatchelle.pdf.

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25

Olson, Jennifer Marie. "Special education and general education teacher attitudes toward inclusion." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003olsonj.pdf.

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26

Charley, Carmen Yvette. "General Education and Special Education Teachers' Attitudes Toward Inclusion." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/458.

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Educational reformers have mandated inclusion of students with disabilities in the general education classroom. However, general education teachers often do not regularly receive training in inclusive practices, and this lack of training can affect teachers' attitudes and levels of self-efficacy, which may ultimately affect their ability to successfully teach students with disabilities. The purpose of this study was to examine the difference in general education and special education teachers' attitudes towards inclusion of students with disabilities and if levels of self-efficacy (overall and

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27

Rich, Elizabeth. "No special education child left behind? a review of NCLB and its effects on special education /." Diss., Connect to the thesis, 2008. http://hdl.handle.net/10066/1395.

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28

Singh, Suruchi. "Knowledge of Special Education Law Among Administrators in a Southern California Special Education Local Plan Area." Thesis, Brandman University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3685704.

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<p> The purpose of this study was (a) to identify the knowledge of special education law among administrators within a SELPA in California and (b) to identify the training needs of administrators; 65 administrators participated in this quantitative study, yielding a response rate of 84%. A survey created on the six principles of IDEA was used with administrators (principals and assistant principals) who serve approximately 42,000 students at 50 public schools. Analysis of data revealed that Hypothesis 1, which projected that 51% or more administrators would perceive their knowledge of specia

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Johnson, Amanda R. "Issues of equity among team members in special education: Voices of parents new to special education." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3552.

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The Individuals with Disabilities Education Act requires local education agencies to include parents as equal team members in the cultivation of their child’s individual education plan (IEP). Despite law, studies have shown that parents experience barriers to being included in the process. Barriers such as a lack of information, lack of understanding of the law, and feelings of unequal status or power as compared to school district team members have been noted. The aim of this study was to explore the perceptions, feelings, and understanding of the initial IEP process as experienced by parents

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30

Rudebusch, Judith. "Analysis of Special Education Compliance and Special Education Funding in Four Texas Open-Enrollment Charter Schools." Thesis, University of North Texas, 2003. https://digital.library.unt.edu/ark:/67531/metadc4394/.

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The purpose of this study was to conduct an in-depth examination of special education services in open-enrollment charter schools in north Texas and to examine relationships between special education compliance and funding. Six questions guided the research: How have the charter schools designed special education services, and do these services meet individual needs of students with disabilities? Have federal education and disability laws affected charter schools' admissions, operations, or student performance ratings? What were the levels of special education funding and compliance with feder

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Cunningham, Kimberly Alaine. "Special Education Teachers' Perspectives Regarding Needed Support to Retain Special Educators." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7222.

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School leaders across the United States have documented a shortage of special education teachers, and special educators are leaving the field at double the rate of their general education peers. Researchers have indicated that this shortage is due to inadequate training and education, work load, and lack of administrative support. However, it is unclear what supports are needed to increase retention rates of special educators. This qualitative case study was designed to explore the perspectives of special educators regarding supports needed to improve special education retention rates in relat

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32

Taylor, Deborah. "Special Education Students and Standardized Assessments." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10249256.

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<p> Special education students with many different disabilities are taught in today’s classrooms, and since the passing of the No Child Left Behind Act in 2001, they are required to take the same standardized assessments as their regular education peers (Resmovits, 2013). Within this study, data were analyzed to determine the perceptions of two groups, which included third-grade regular education teachers and special education teachers of special education students who took the same standardized assessments as their regular education peers. In addition, data were also examined to determi

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DuBois, Elizabeth Ann. "The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services?" Thesis, Portland State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286409.

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<p> Disproportionality in special education has been examined from various perspectives over a 50-year period. English Language Learner (ELL) students have been included in the discussion among researchers in the past two decades as a disproportionate number of ELL students are referred to special education. Though the problem of disproportionality has been acknowledged, documented and discussed over a period of decades, there is a lack of research from the voices of special educators. The purpose of this study was to describe special education teachers’ experiences teaching students cur

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34

Schnittger, Edward J. "Perceptions of special education adminstrator effectiveness." Diss., Virginia Tech, 1991. http://hdl.handle.net/10919/39426.

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The study addressed three basic problems. First, the effectiveness of incumbent special education administrators in Virginia had not been assessed. Second, the qualifications of incumbent special education administrators in Virginia had not been determined. Third, requirements for special education administrators in Virginia had not been developed, despite the recommendation of Berquist, et al., (1987) following their evaluation study of special education programming across the state. The study was designed to assess effectiveness by gathering perceptions of the quality of the knowle

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35

Henderson-Black, Keisha. "Special Education Compliance Manual for Administrators." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/196031.

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During the past 40 years, American schools have had to respond to many new pressures and challenges from federal legislation concerning students with disabilities. Chief among these are the Individuals with Disabilities Education Improvement Act (IDEIA, 2004) and the No Child Left Behind Act (NCLB, 2001). Principals have training, experience, and expertise administering and supervising instruction in their schools. However, this training does not typically include comprehensive knowledge of special education and assurance that the procedures required for ensuring the needs of students with s

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36

McNamara, Karen. "Special education understandings of prospective teachers." Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/279976.

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The purpose of the present study was to explore the broad query of prospective teachers' understandings about special education. The study, which employed qualitative methods, involved two undergraduate prospective teachers as participants. Both participants were engaged in an initial field experience as part of their elementary teacher preparation program. The study was designed to gain a sense of the ways in which the prospective teachers describe special education. Additionally, particular disability categories and inclusion were considered as part of the study. The participants both antici

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37

Ivey, Frances Winfrey. "A Study of Virginia Administrators with Responsibility for Division Special Education Services and Knowledge of Special Education School Law." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29744.

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This study investigated the knowledge of special education directors or division designees in school divisions across the Commonwealth of Virginia. One-hundred-twenty-nine Virginia special education directors or division designees were sent an on-line assessment describing 22 hypothetical scenarios representing current legal issues in the area of special education law as prescribed by the Individuals with Disabilities Education Improvement Act (IDEA) and No Child Left Behind (NCLB). The instrument used in this study was adapted from the Power (2007) study with a revision of response choices to

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38

Librea-Carden, Mila Rosa Latina PHD. "Nature of Science in a Special Education Context: Conceptions and Sense-Making of Preservice Special Education Teachers." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1531142164652274.

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39

Kennedy, Benjamin Clayton. "Special education directors' perceptions on how no child left behind influenced special education services in North Mississippi /." Full text available from ProQuest UM Digital Dissertations, 2008. http://0-proquest.umi.com.umiss.lib.olemiss.edu/pqdweb?index=0&did=1798967061&SrchMode=1&sid=2&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1258143196&clientId=22256.

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Sheldrake, Danielle Angelina. "A Comparative Study of Administrator and Special Education Teacher Perceptions of Special Education Teacher Attrition and Retention." PDXScholar, 2013. https://pdxscholar.library.pdx.edu/open_access_etds/1499.

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This mixed methods study identifies perceived causes of and solutions to the attrition of special education teachers. Researchers have documented that special education teaching positions encounter higher attrition rates than their general education peers (Katsiyannis, Zhang, & Conroy in Olivarez & Arnold, 2006; Mitchell & Arnold, 2004; Otto & Arnold, 2005; Stempien & Loeb, 2002). More than 66 administrators and 200 special education teachers/Teachers on Special Assignment (TOSAs) employed in the Portland, Oregon metro area (Washington, Clackamas, and Multnomah counties) completed a survey on

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Leavitt, Jane Elizabeth Laymon Ronald L. Franklin David L. "Public school financial and educational liability for special education students' placements and provision of related services in non-public schools." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9234465.

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Thesis (Ph. D.)--Illinois State University, 1992.<br>Title from title page screen, viewed January 27, 2006. Dissertation Committee: Ronald L. Laymon, David L. Franklin (co-chairs), Robert Arnold, Jack C. Eisele, Jack E. Matheney. Includes bibliographical references (leaves 213-224) and abstract. Also available in print.

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Hamilton, Leah W. "Project study: An action plan for implementing Response to Intervention." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/834.

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The Individuals with Disabilities Education Improvement Act of 2004 allows schools to utilize response to intervention (RtI) as early intervention to prevent at-risk students from becoming labeled as learning disabled. Using action research methodology and school change theory, the purpose of this project study was to determine the RtI implementation needs of a rural elementary school (LE). The guiding research question was to identify the components of an RtI framework currently being utilized during the pre-referral process at LE. This study employed a qualitative method triangulation design

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Mohr, John Darrell. "Technology-mediated distance education used to prepare special education personnel." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4544/.

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This study examined how technology-mediated distance education is used in special education courses in teacher preparation programs. The data are based on a 30-item survey administered to members of the Teacher Education Division of the Council for Exceptional Children, who identified themselves as serving in an instructional capacity within institutions of higher education. Technology-mediated instruction was characterized in terms course delivery methods and program attributes. An analysis of instructional design processes revealed that most instructors are largely autonomous and do not rely

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Tewalt, Brandon J. "Special education teachers' personal time and money /." connect to online version, 2009. http://minds.wisconsin.edu/handle/1793/37974.

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Gates, Justin J. "A Legislative and Judicial Analysis of Individualized Education Program Related Services." Kent State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=kent1414597212.

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White, Donna. "Regular education and special education toward improving high school inclusion /." [Denver, Colo.] : Regis University, 2007. http://165.236.235.140/lib/DWhite2007.pdf.

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Elder, Hinshaw Rebecca. "Universal Design for Learning procedures in special education teacher education." [Bloomington, Ind.] : Indiana University, 2008. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3319893.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.<br>Title from home page (viewed on May 11, 2009). Source: Dissertation Abstracts International, Volume: 69-08, Section: A, page: 3106. Adviser: Gretchen Butera.

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48

Tanner, Brandi L. "Factors influencing special educators' perceptives regarding the reintegration of special education students." [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001926.

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Taylor, Jack B. "The relationship of type of placement and program duration to the academic self-esteem of learning-handicapped elementary students." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3510.

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The purpose of the study was to investigate which of two placement types had a more significant impact upon learning disabled students' feelings of self-esteem: full-time segregated placement or a partial-day integrated placement. Program duration was examined as a factor which has been demonstrated to influence self-esteem. The probability that gains in reading performance positively impact global and academic self-esteem was also investigated. A sample size of 117 students, 90 in integrated placement groups, and 27 in segregated groups were randomly selected from a group of 202 elementary le

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Nyarambi, Arnold, and L. Zagumny. "Triangulation of Document Analysis, Interviews, and Key Consultations in Investigating Post-Genocide Rwandan Special Education: A Methodological Analysis." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/8255.

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