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Dissertations / Theses on the topic 'Special educators and rehabilitators'

Author: Grafiati

Published: 2 June 2025

Last updated: 31 July 2025

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1

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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2

Downey, Claudia. "School Psychologists' Reports: Special Educators' Preferences." TopSCHOLAR®, 1985. https://digitalcommons.wku.edu/theses/2265.

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Special educators were surveyed in order to determine which of two distinct styles of school psychologists' reports, (psychological vs. psychoeducational) was perceived to be most useful. The sample population consisted of 39 special educators employed by the Bowling Green (Ky.) Independent School District and the Warren County (Ky.) Board of Education. Teachers' rankings of the ten report sections (five per style of report) were compared by an analysis of variance. Results of the 2 (report style: psychological vs. psychoeducational) by 5 (report sections: referral vs. background and observati

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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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4

Radanke, Hollie K. "A quantitative and qualitative study of the attitude and preparation teachers have on the success of special education students." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007radankeh.pdf.

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5

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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6

Andersson, Leif. "Headmaster´s thoughts on special educators work assignments." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30363.

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Sammanfattning/abstrakt Andersson Leif (2017), Hur skolledare ser på specialpedagogens arbetsuppgifter. Specialpedagogprogrammet, Skolutveckling och ledarskap, Lärande och samhälle, Malmö högskola, 90 hp.Förväntat kunskapsbidragDenna studie avser att höja kunskapen kring specialpedagogens kompetens så att den utnyttjas på rätt sätt för att skolledare skall kunna använda den som ett verktyg för att höja måluppfyllelsen.Syfte och frågeställningarDet övergripande syftet med min kartläggning är att belysa hur sex skolledare använder specialpedagogens kompetens och därmed öka och generera ny kunsk

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7

Little, Erika D. "School Psychologists' Perceptions of Educators on Special Assignment." University of Dayton / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1625869254458813.

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8

Hooper, Belinda. "Preparing Early Childhood Special Educators for Inclusive Practice." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2380.

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The purpose of this study was to describe experienced practitioners’ beliefs about inclusion and their perceptions of what early childhood special education (ECSE) preservice teachers need to know and be able to do to effectively support early childhood inclusion. This study used a sequential explanatory mixed methods approach to describe the perceptions of ECSE practitioners currently participating in the Virginia Department of Education (VDOE) statewide initiative, Inclusive Placement Options for Preschoolers (IPOP). The study occurred in two stages: 1) a survey of ECSE IPOP planning team me

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9

Marks, Lori J. "Educating Tomorrow’s Educators for Students with Special Needs." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/3685.

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Dodge-Quick, Ginger. "Use of Professional Development to Improve Attitudes of General Educators Towards Inclusion." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/856.

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This study involved the inclusion of special needs students in the general education classroom as required by law. The problem centered on general educators' perceptions of their abilities to meet the education needs of included students and their lack of training in special education issues. Research questions studied perceptions general educators had regarding inclusion and whether professional development addressed those concerns, and improved their perception of inclusion. The Concerns Based Adoption Model (CBAM) was the conceptual framework utilized throughout the sequential mixed-methods

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Evans, Holmes Kimberly. "Educators' Attitudes Towards Implementation of Inclusive Education." CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/613.

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The purpose of this study is to understand educators’ attitudes toward implementation of inclusive education. The survey study investigated the collaborative efforts, responsibility, accommodations, and training these educators are working towards teaching students in an inclusive environment. This study adopted a descriptive survey design, where 59 educators completed the online survey regarding their attitudes towards implementation of inclusive education. The opinions regarding necessary accommodations for students with IEPs were extremely supportive; whereby 98% of educators feel that they

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12

Keefe, Elizabeth Stringer. "Licensed but Unprepared: Special Educators’ Preparation to Teach Autistic Students." Thesis, Boston College, 2017. http://hdl.handle.net/2345/bc-ir:107658.

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Thesis advisor: Marilyn Cochran-Smith<br>The number of autistic students receiving special education services increased 478% between the years 2000 and 2013 (National Center for Education Statistics, 2016). U.S. schools and teachers are educating more autistic students with complex educational needs resulting from differences in communication, social interaction and behavior. As a result, schools need increasing numbers of teachers who are equipped to educate them. Quality special education teacher preparation is critical for teachers of autistic students, because it can affect the quality of

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13

Burdette, Paula Jeanne. "Administrative Supports of Teachng Partnerships Between General and Special Educators." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28306.

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As educators are held accountable for student outcomes more frequently, more stringently, and more fully throughout the school organization, service delivery systems have become a focus. Not only are teachers being held accountable for students' learning, but also principals and other administrators are beginning to feel the pressure from public concerns regarding the education of children in the United States. The quality of student instruction can be addressed through practical service delivery models, while administrators' support of the model chosen for their schools is a pivotal variable

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14

Ely, Ydeaira Erica. "Educators' Perceptions About African American Student Referrals to Special Education." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/140.

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The overrepresentation of African American (AA) students in special education is a problem in the United States, with concerns about the lack of uniformity in AA students' referrals to special education, and whether the referral process is applied consistently for all students. The purpose of this qualitative case study was to examine the perceptions of teachers, school counselors, and school administrators concerning the special education referral process, and whether the process was applied consistently for all students. The 2 theories providing the theoretical foundation were critical race

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Ascetta, Kate Elisabeth. "The Features of Effective Online Professional Development for Early Childhood Educators." Thesis, University of Oregon, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608077.

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<p> The purpose of this current study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the online learning modules. The interventions were delivered online using: online learning modules that provided exemplars of the operationally defined instructional language supports. The study included 12 Head Start classrooms, with 21 lead and assistant teachers who were randomly assigned to one of two treatment conditions: (a) graphed feedback based on self-reported data, or (b) written feedback based on performance data from videos. An experimental resear

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Lehrman, Eliana Rose. "Introductory Guide to Assistive Technology for Educators." Kent State University Honors College / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1479558587743816.

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Davis, Mary Jane. "Educators' Perceptions of Assistive Technology for Students With Severe or Multiple Disabilities." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/993.

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Assistive technology (AT) is defined as any tool that can help integrate students with severe or multiple disabilities (SMD) into learning activities. As mandated by federal law, AT must be considered for all students with disabilities. Educators, however, do not consistently embrace low and mid tech AT devices in reading and the language arts, thus limiting student engagement in learning activities. The purpose of this study was to explore educators' perceptions of their experiences regarding the acquisition and the use of low and mid tech assistive devices with students with SMD. This study

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18

Poelzer, Ellisen Masters. "Educators' perceptions and expectations regarding intervention assistance teams." [Bloomington, Ind.] : Indiana University, 2007. 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:3278471.

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Thesis (Ph.D.)--Indiana University, Dept. of Counseling and Educational Psychology, 2007.<br>Source: Dissertation Abstracts International, Volume: 68-10, Section: A, page: 4214. Advisers: Thomas J. Huberty; Ellen A. Brantlinger. Title from dissertation home page (viewed May 20, 2008).

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19

Warrick, Ulysses J. JR. "Inclusion or exclusion: the opinions of selected special educators since 1900." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1985. http://digitalcommons.auctr.edu/dissertations/1005.

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Problem This study was designed to identify the opinions of a selected group of special educational leaders between the period of 1900 and 1970 concerning the inclusion or exclusion of handicapped children and the nature of their opinions and their affect, if any, on the enactment of Public Law 94-142. Summary of the Methodology A historical research design was used in conducting this study. After the data were collected, an indepth investiga tion of the opinions of the selected special educational leaders as reflected in the professional journals, proceedings, and reports of educational organ

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Rapert, Tanya Lynn. "Feeling Valued, Supported, and Satisfied| Perceptions of Special Educators and Principals." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10815055.

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<p> High teacher attrition and low teacher retention rates continue to plague the field of special education, which leads to teacher shortages year after year (Andrews & Brown, 2015; Vittek, 2015). Solutions for increasing special education teacher retention continue to be explored (Billingsley, 2005; Brownell & Sindelar, 2016; Tyler & Brunner, 2014). The purpose of this study was to discover trends or themes connecting special education teacher work conditions and job satisfaction, principal support, and decisions of teachers to continue teaching special education. Participants fo

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21

Pigman, Ryan. "Special Education Teacher Educators’ Perceptions of High-Leverage Practices inUndergraduate Coursework." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1562964696368288.

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22

McConnell, Melissa. "A multi-case study of special educators' approaches to literacy instruction." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1663052261&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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23

Liese, Anne Brackney. "Special Educators' Perceptions on Effective Preparation and Practice for Student Success." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4528.

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Alternative school settings are success prospects for students at risk of school failure. However, research on the daily experiences of the special educators in alternate school settings tasked with educating the at-risk population, is limited. The purpose of this phenomenological study was (a) to recognize the perceptions of special educators concerning their preparation to advance the success of SEN students who are at risk of school failure; (b) to determine how to improve special educator preparation programs in alternative school settings. Deci and Ryan's self-determination theory, focuse

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24

Turner, Meta Jane. "Investigating Attrition Among Special Educators in Relation to Bronfenbrenner's Ecological Theory." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6747.

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Special education teacher attrition has been an ongoing problem for at least 3 decades. This study specifically focused on the attrition of special education teachers in South Carolina. Attrition can have a negative impact on student learning, making it important to identify the causes of attrition among special education teachers to lower attrition in the state and lessen the negative impact on student learning outcomes. The purpose of this quantitative correlational study was to examine attrition whether career satisfaction, perceived administrative support, coping with job-related stress, a

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Prater, G., E. M. Savage-Davis, C. Fuhler, Lori J. Marks, and S. Minner. "The Preparation of Special Educators in School-Based Settings: Program Descriptions, Lessons Learned, and Recommendations." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3527.

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26

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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27

Sinecka, Jitka. "Agency within constraints how the agency of people labeled with developmental disabilities is constructed in supported living schemes /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2009. http://wwwlib.umi.com/cr/syr/main.

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28

Banks, Amanda Brooks. "Preparing K-12 Educators to Teach Students with Disabilities." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83802.

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My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review of 23 empirical studies published over the last two decades, addressing how traditional teacher preparation programs prepared preservice educators to learn about teaching students with disabilities in inclusive settings. A conceptual model was developed to synthesize the findings. Better outcomes in dispositions, knowledge, and skills were associated with preservice educators placements in inclusive classrooms where supportive su

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Davis, Tracie. "General and special educators' attitudes toward students with severe disabilities included in the regular education classroom." ScholarWorks, 2009. https://scholarworks.waldenu.edu/dissertations/669.

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Federal legislation mandates the inclusion of students with disabilities into the regular classroom. This integration is often met with resistance from the educators. The purpose of this study was to determine teachers' attitudes toward the inclusion of students with severe disabilities in the general education classroom. The research problem addressed the attitudes of educators who are implementing inclusion practices for students with severe disabilities. These attitudes are an integral part of successful inclusion practices. The theoretical basis for inclusion can be found in Wolfensberger'

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Carter, Nari. "Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1344.pdf.

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Chambers, Cynthia R. "Building the Skills of Future Educators through Community-Based Service Learning." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/3863.

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Hudson, Tina M. "Preparing Special Educators to Fully Inform Parents about the Processes and Expectations of RTI." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/4003.

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This session will address the importance of training pre-service teachers to inform parents about RTI-based assessment of LD. A synthesis of research will examine issues in assessment and placement processes, timelines, and parental communication. Attendees will be enabled to identified essential RTI information that should be provided by schools districts.

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Link, Megan B. "Music Educators' Perceptions of Competence and Effectiveness in Teaching Students with Special Needs." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1367330326.

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Michael, Martha Gallagher. "A study to determine parent and special educators' perception of home/school communication /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681148542347.

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Rhodes, Tammy. "A Study of the Regular Educators' Preparedness to Educate Students with Autism Spectrum Disorder." Thesis, Lindenwood University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10031819.

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<p> This study’s focus was on determining the level of knowledge K-5 educators have in one district regarding evidence-based practices that address the specific needs of students with Autism Spectrum Disorder [ASD]. The study also focused on determining what kind of inclusion task force had been established in the district, if any. Based on the findings of this study, all of the participating K-5 regular educators reported they have established a supportive culture/climate, have organized and defined work areas, use routines, regularly collect data, are flexible with curriculum, and grou

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Cole, Tauna Malone. "The effect of position on educators' perception of ideal and actual inclusion." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1097.

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Thesis (Ed. D.)--West Virginia University, 1999.<br>Title from document title page. Document formatted into pages; contains x, 113 p. : ill. Includes abstract. Includes bibliographical references (p. 81-91).

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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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38

Dacke, Mattias. "Konstruktionen av specialpedagogers arbetsuppgifter i grundskolan – en kvalitativ studie ur fyra specialpedagogers perspektiv The construction of special educators worktasks in primary school – a qualitative study out of four special educators perspective." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-29351.

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SammanfattningProblemområdeDenna studies problemområde handlar om disonansen mellan specialpedagogers teori och praktik samt hur detta hänger ihop med hur specialpedagogers arbetsuppgifter konstrueras i grundskolan. Den tidigare forskningen pekar bl.a. på att en stor andel specialpedagoger arbetar med arbetssätt och arbetsuppgifter som inte överensstämmer med deras specialpedagogexamen/SFS 2007:638. Tidigare forskning visar att specialpedagogers undervisning till största delen är organiserad som specialundervisning. Med andra ord arbetar specialpedagogerna inte helt utifrån intentionerna i exa

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Hogan, Kathleen Ann. "Alternative Certification: A Comparison of Factors Affecting the Motivations of General and Special Educators." Thesis, University of North Texas, 2010. https://digital.library.unt.edu/ark:/67531/metadc30467/.

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This study was developed to examine the motivations of individuals who chose alternative routes to teacher certification and what they believe were the strengths and weaknesses of their alternative certification preparation (ACP). Data accrued from this study were based on a 55-item online survey and participant information from an online focus group. The study compared the differences between general and special educators in regards to the motivating factors affecting the decision to become a teacher, remain a teacher, and in choosing a non-university-based ACP, as well as the perceived stre

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Kikkawa, Yoriko. "Daily Practice, Group Instruction, and Valued Outcomes: Japanese and Australian case studies of Special Educators Teaching Children with ASD." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366664.

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Special educators in Japan and Australia, as in other countries, confront everyday challenges in teaching children with autism spectrum disorders (ASD) in their classrooms. The unique needs of individual children with ASD add to the complexity of specialist teaching in small classes of children for high needs. Special educators in both countries teach these children life skills that are foundational needs for successful social inclusion. They also engage in professional development to improve their teaching. However, there is little research about what these special educators actually do to te

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Justice, Susan M. "Special education awareness of UW-Stout student teachers." Menomonie, WI : University of Wisconsin--Stout, 2006. http://www.uwstout.edu/lib/thesis/2006/2006justices.pdf.

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Robertson, Shelby. "COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNI." Doctoral diss., University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2733.

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The purpose of this study was to investigate the differences between general and special educators regarding the implementation of research-based strategies that target the needs of students with LD in mathematics, as well as general and special educators' perceptions of their preparedness to use instructional strategies in mathematics. A sample of general and special educators who taught mathematics to students with learning disabilities (LD) at the middle school level responded to an online survey. The survey examined teacher self-reported classroom use of instructional practices specificall

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Dawson, Melanie Rees. "From TeachLivE(TM) to the Classroom| Building Preservice Special Educators' Proficiency with Essential Teaching Skills." Thesis, Utah State University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10131576.

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<p> Preservice special education teachers need to develop essential teaching skills to competently address student academics and behavior in the classroom. TeachLivE™ is a sophisticated virtual simulation that has recently emerged in teacher preparation programs to supplement traditional didactic instruction and field experiences. Teacher educators can engineer scenarios in TeachLivE™ to cumulatively build in complexity, allowing preservice teachers to incrementally interleave target skills in increasingly difficult situations.</p><p> The purpose of this study was to investigate

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Dukes, Charles. "The effectiveness of training educators on their ability to identify function of problem behavior." FIU Digital Commons, 2002. http://digitalcommons.fiu.edu/etd/3096.

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The purpose of this study was to investigate the effectiveness of training educators in the pre - behavioral intervention process of functional behavioral assessment. An original evaluation instrument was developed entitled, The Survey for Students Exhibiting Challenging Behavior. The instrument included measures of participating educators, knowledge of function of problem behavior and their ability to generate recommendations for a behavior intervention plan. The instrument was distributed to schools in a large urban district and completed by special educators. Educators trained and untrained

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Cox, David A. "Attitudes and Perceived Needs of Northeast Tennessee Educators Toward Effecting the Practice of Inclusion." Digital Commons @ East Tennessee State University, 1994. https://dc.etsu.edu/etd/2663.

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This study examines the attitudes and perceived needs of Northeast Tennessee educators toward effecting the practice of inclusion in the public schools. The purpose of this study is to determine from the perspective of principals, regular education teachers, and special education teachers their current perceptions of inclusion, and what preparations or changes are needed to help educators succeed in inclusionary practices. The approach of this study is descriptive and utilizes data that was generated by the means of a survey instrument that was developed for use in this study.

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Hitt, Sara Beth, and A. I. Kemp-Inman. "Identifying Evidence-based Practices Online: a Review of Sources and Recommendations for Educators." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4062.

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Chambers, Cynthia R., K. Bevins, and J. Littleton. "Implementing a Process-Based Service Learning Method with Future Educators in the Community." Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etsu-works/3879.

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Manwaring, Joanne Scandling. "High Stakes Play: Early Childhood Special Educators' Perspectives of Play in Pre-Kindergarten Classrooms." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3732.

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This study examined Early Childhood Special Educators' perceptions of play as a developmentally appropriate practice in special education prekindergarten classrooms in one southeastern school district. Through purposeful sampling, eight prekindergarten special educators were identified because they held multiple teaching certifications and some held National Board certification. The participants had many years of experience in pre-kindergarten special education, and were professional development trainers, teacher mentors and or leaders in the prekindergarten special education community. These

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Johnson, Terence E. "Shortage of Special Educators in the Northeastern District of Columbia: A Qualitative Descriptive Study." Franklin University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=frank1627389142962223.

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De, Arment Serra T. "Understanding the Problem Solving Approaches of Special Educators through the Lens of Adaptive Expertise." VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4306.

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The purpose of this research was to investigate special educators’ problem solving approaches through the lens of adaptive expertise. An explanatory sequential mixed methods design was used with participants of varying experience levels and teaching contexts from one Mid-Atlantic state. Participants responded to a researcher-developed survey about their orientations to problem solving (N = 162), then a purposive sample completed semi-structured interviews (N = 8). Following survey measure refinement and validation, quantitative data were analyzed through descriptive statistics, z-scores, corre

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