Current Search: Children with disabilities--Education (x)
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- Title
- Music for Educable Mentally Retarded Children.
- Creator
- Monroe, Frances Judson, Robinson, Kenneth H., Florida Atlantic University
- Abstract/Description
-
Music plays an important role in the total educational picture for both children and adults. Recently emphasis has turned toward discovering the new role music can play in the everyday lives of people in relation to use of leisure time. Since music has become an integral part of the curriculum, the purpose of this paper was to discover whether music contributes to the education of the educable mentally retarded, and if so, to what extent. Professional literature related to this subject was...
Show moreMusic plays an important role in the total educational picture for both children and adults. Recently emphasis has turned toward discovering the new role music can play in the everyday lives of people in relation to use of leisure time. Since music has become an integral part of the curriculum, the purpose of this paper was to discover whether music contributes to the education of the educable mentally retarded, and if so, to what extent. Professional literature related to this subject was reviewed and summarized. The characteristics, problems, and family life of these children were discussed. Persons who teach mentally retarded children were interviewed to determine the nature of the problems involved in teaching these children music. Questions regarding the behavior of the students toward music, correlating music with other subjects, materials, length of music periods, curriculum content and other pertinent areas were asked the interviewees. After conducting an item analysis of the data secured from the interviewees, the researcher determined that: 1. Music opens the doors for the teaching of other subjects. 2. The characteristics of the retards should be kept in mind when planning lessons. 3. A variety of materials was used to assist in the teaching of music. 4. Mentally retarded children enjoy the same activities as other children, however, consideration must be given to their mental age and social maturity when planning lessons. 5. Music can be effectively used to promote social growth.
Show less - Date Issued
- 1969
- PURL
- http://purl.flvc.org/fau/fd/FA00000638
- Subject Headings
- Children with mental disabilities--Education--Music
- Format
- Document (PDF)
- Title
- An analysis of environmental variables affecting the observed biobehavioral states of individuals with profound handicaps.
- Creator
- Richards, Stephen Boyd, Florida Atlantic University, Taylor, Ronald L., Sternberg, Les
- Abstract/Description
-
Historically, there have been questions concerning the areas and methods of assessment that are appropriate with individuals with profound handicaps. Recently, research efforts toward the assessment of biobehavioral states of these individuals have been advocated. The purpose of this study was to examine how biobehavioral states and orienting responses might be influenced by environmental variables. More specifically, this study involved investigation into whether increasing degrees of...
Show moreHistorically, there have been questions concerning the areas and methods of assessment that are appropriate with individuals with profound handicaps. Recently, research efforts toward the assessment of biobehavioral states of these individuals have been advocated. The purpose of this study was to examine how biobehavioral states and orienting responses might be influenced by environmental variables. More specifically, this study involved investigation into whether increasing degrees of stimulation provided through individuals, activities, and objects in the environment appeared to influence the biobehavioral states of the subjects. Additionally, the influence of time of day, day of week, the position of the subject, and the subject's prior state were explored. Five subjects were selected from a classroom for students with profound mental handicaps in southeast Florida. Subjects were observed using a partial-interval recording procedure and a previously developed and piloted instrument. Each subject was observed for 20 observation periods with each period consisting of 15, 20 second intervals. These observation periods were evenly distributed across mornings and afternoons and across the days of the week. Subjects were randomly selected for the order of observations. One additional rater was used in addition to the investigator for reliability purposes. The overall reliability coefficients for all observed variables exceeded.90. All environmental variables and the prior state variable were crosstabulated with the state variable and the significance of each bivariate relationship was tested using the chi-square statistic. All environmental variables, with the exception of the continuous auditory stimulation variable, shared a statistically significant relationship with the state variable (p < .0277). Prior state also shared a statistically significant relationship. Additionally, those environmental variables with the strongest relationships with the state variable along with the prior state variable were used as predictors for a multiple regression procedure. State was used as the criterion variable and significant variance was predicted by the environmental and prior state variables. This study resulted in an increase in the data base concerning state assessment in students with profound handicaps, investigated environmental variables that may have affected state occurrences, and raised issues concerning previous and future research. In addition, implications concerning how instructional grouping, provision of stimulating activities, intensity of staff-student interactions, positioning of students, and time of day and day of week might have affected subjects' biobehavioral states were discussed.
Show less - Date Issued
- 1990
- PURL
- http://purl.flvc.org/fcla/dt/12263
- Subject Headings
- Children with disabilities--Education, Children with mental disabilities--Education, Special education, Behavioral assessment
- Format
- Document (PDF)
- Title
- AN EXPERIMENT IN TEACHING TECHNIQUE: TRADITIONAL INSTRUCTION COMPARED TO STUDENT INVOLVEMENT IN THE LEARNING PROCESS (SECONDARY SCIENCE).
- Creator
- JANES, SHELLEY KING, Florida Atlantic University, Adams, Ralph M., Charles E. Schmidt College of Science, Department of Biological Sciences
- Abstract/Description
-
The history of the public high school is discussed including characterization of the slow learner, the culturally disadvantaged and the problem student. Two identical groups of students participated in the experiment; one group actively and physically involved in the educational process; the other less actively and physically involved. The raw score data were statistically analyzed. The mean, median and ninety-five percent confidence interval were similar for both groups. Thus, attempts to...
Show moreThe history of the public high school is discussed including characterization of the slow learner, the culturally disadvantaged and the problem student. Two identical groups of students participated in the experiment; one group actively and physically involved in the educational process; the other less actively and physically involved. The raw score data were statistically analyzed. The mean, median and ninety-five percent confidence interval were similar for both groups. Thus, attempts to physically involve these students will not increase their achievement. The current methods of teaching, curricula and building designs are discussed.
Show less - Date Issued
- 1976
- PURL
- http://purl.flvc.org/fcla/dt/13784
- Subject Headings
- Botany--Study and teaching (Secondary), Slow learning children, Children with social disabilities--Education (Secondary)
- Format
- Document (PDF)
- Title
- Resiliency enhancement: A comparison of after-school child care programs for selected elementary school students.
- Creator
- Martin, James F., Florida Atlantic University, Morris, John D.
- Abstract/Description
-
The purpose of this study was to determine whether at-risk elementary school students enrolled in an after-school program offering resiliency training would be positively affected both academically and behaviorally. Survey results and literature reviews indicate that the issue of at-risk, neglected, or abused students is the number one issue facing society and has moved it to the forefront of educational prominence. Although there is a substantial amount of literature on the subject, most is...
Show moreThe purpose of this study was to determine whether at-risk elementary school students enrolled in an after-school program offering resiliency training would be positively affected both academically and behaviorally. Survey results and literature reviews indicate that the issue of at-risk, neglected, or abused students is the number one issue facing society and has moved it to the forefront of educational prominence. Although there is a substantial amount of literature on the subject, most is not research based and is focused only on the pathology or risk factors with which children have to cope, rather than on controlled, evaluative studies that could assess success or failure of specific strategies or programs. The researcher evaluated students from two Florida elementary schools identified by the Florida Department of Education as "critically low performing schools." The students in the population were identified as critically low academic achievers and/or those demonstrating aggressive behaviors. The key characteristics of students targeted were academic performance and behavior in school. The schools identified in the study, in addition to having low academic achievement and a high level of behavior problems, also had demographic issues that contributed to the needs of the school population. The researcher targeted appropriate activities and behaviors necessary to evaluate the programs within each of the schools selected. Although results of the statistical treatment failed to reveal significant differences among the hypotheses tested, resiliency enhancement is still a viable means by which academic or behavioral gains can be made with students. The researcher suggests that additional evaluative activities be incorporated into future studies. It is recommended that further analysis to determine the specifies of problems facing individual schools be more qualitative. It is also suggested that increasing the sample size to increase the power of the analysis will rule out the inconclusiveness of the analysis. Previous research indicates that although students may make academic or behavioral gains, they may still be far from the absolute levels of performance that are recognized as being significant. This research has also established that the imperative for growth and development exists and develops naturally in the presence of certain environmental attributes. Other conclusions and recommendations for further study were offered.
Show less - Date Issued
- 2000
- PURL
- http://purl.flvc.org/fcla/dt/12636
- Subject Headings
- School-age child care, Resilience (Personality trait) in children, Children with social disabilities--Education
- Format
- Document (PDF)
- Title
- Teaching sight words to students with mental retardation and learning disabilities: Constant time delay versus interspersal of known items.
- Creator
- Knight, Melissa Gail., Florida Atlantic University, Ross, Denise
- Abstract/Description
-
This study compared the efficacy and efficiency of using constant time delay (CTD) with interspersal of known items (IKI) paired with an error correction technique to teach sight words to students with mild mental retardation and learning disabilities. Time delay is a technique that transfers stimulus control from a controlling prompt (a prompt that results in correct task performance) to the discriminative stimulus (stimulus presented before a response can occur) by delaying the presentation...
Show moreThis study compared the efficacy and efficiency of using constant time delay (CTD) with interspersal of known items (IKI) paired with an error correction technique to teach sight words to students with mild mental retardation and learning disabilities. Time delay is a technique that transfers stimulus control from a controlling prompt (a prompt that results in correct task performance) to the discriminative stimulus (stimulus presented before a response can occur) by delaying the presentation of the prompt after the stimulus has been presented. During the initial trial, the delay between prompt and stimulus is at 0-seconds; during all other trials the delay is fixed at 4-seconds. Interspersal of known items is a method of sequencing unknown or target words among known words. Two sessions were provided each day in the classroom, one with constant time delay technique and the other with interspersal of known items as the training technique. The parallel treatment design was used to assess the efficacy and efficiency of the two strategies. The results indicate that both techniques were effective for students with LD. Constant time delay was significantly more effective than interspersal of known items for the students with MMR. Based on both the number of minutes of instructional time and the number of sessions through criterion, the constant time delay procedure was more efficient for students with MMR. However, the interspersal of known items technique was more efficient in terms of percentage of errors and rate of correct responses for both students with MMR and LD.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12824
- Subject Headings
- Children with mental disabilities--Education, Learning disabled children, Reading (Elementary)--Whole-word method
- Format
- Document (PDF)
- Title
- THE EFFECTIVENESS OF VARIOUS MANAGEMENT SYSTEMS IN SPECIAL EDUCATION SCHOOLS IN THAILAND.
- Creator
- ARRAYAVINYOO, PADOONG., Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to identify various management systems existing in special education schools in Thailand as well as to explore the teachers' perceptions concerning the effectiveness of those management systems in special education schools in Thailand. The population was comprised of teachers and principals in eleven special education schools in Bangkok and in other regions of the country. Three instruments were utilized: Form 3 and Form 5 of the Profile of a School and the...
Show moreThe purpose of this study was to identify various management systems existing in special education schools in Thailand as well as to explore the teachers' perceptions concerning the effectiveness of those management systems in special education schools in Thailand. The population was comprised of teachers and principals in eleven special education schools in Bangkok and in other regions of the country. Three instruments were utilized: Form 3 and Form 5 of the Profile of a School and the Effectiveness Rating of Management System. Three statistical techniques were used on the returned questionnaires (87% of those submitted to school personnel): The Pearson Product Moment Correlation Coefficient, the Scheffe Test and One Way Analysis of Variance, to determine the significance at p < .05 level of confidence. The statistical analyses yielded the following conclusions: (1) Management systems in special education schools fell into the Consultative Model, System 3 of Likert's management system. (2) The teachers in special education schools perceived their school's management system as effective. (3) There were significant correlations (r = .67) in mean scores between management systems and their measured effectiveness. (4) There were no significant correlations (r = -.085) between management systems and the level of education of the principals. (5) There were statistically significant differences between the teachers and the principals with regard to the perceptions of the management systems of the school. (6) Management systems under the leadership of female principals were not significantly different from those under the leadership of male principals. (7) Management systems among various types of special education schools were not significantly different. (8) Management systems in special education schools in Bangkok were not significantly different from those in the "up country" schools. Based upon the analyses and the findings, the following recommendations were made: (1) Likert's Survey Feedback strategy should be applied after the study so that school administrators could have maximum opportunities to improve their administration which would assist in moving the management systems toward System 4: the participatory model. (2) Further studies should include the replication of this study in order to detect the change, if there be any, in management systems after a period of time has elapsed.
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11837
- Subject Headings
- School management and organization--Thailand, Children with disabilities--Education--Thailand
- Format
- Document (PDF)
- Title
- Variables affecting attitudes of regular education elementary school teachers toward selected issues on inclusion.
- Creator
- Breslow, Ellen N., Florida Atlantic University, Urich, Ted R.
- Abstract/Description
-
The purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade...
Show moreThe purpose of this study was to determine whether a selected number of variables can predict the attitudes of regular-education elementary school teachers toward specific issues on inclusion. Specifically, this study analyzed the relationship between the criterion variable of attitude, and the predictor variables of experience with teaching handicapped students, number of years of teaching experience, number of special education courses and inservice training hours completed, age, grade level taught, and gender. Additionally, the issue of whether teachers have a positive attitude toward inclusion was addressed. The instrument used in this study was developed by researchers at the Division of Special Education and Rehabilitation, Syracuse University (Erevelles, Black, & Meyer, 1992). It contains 22 questions and uses a 5-point Likert-type scale. However, after conducting a reliability study, only 16 of the 22 questions were used for this study. Validation of the instrument was obtained by submitting the instrument to several authorities in the area of special education. Reliability was obtained by the use of a FORTRAN program to maximize coefficient alpha (Morris, 1978a, 1978b). The entire population of 473 respondents showed a coefficient alpha of .85. The sample of 20 schools was randomly selected from the 115 elementary schools within the Broward County Public School System in Florida, during the 1994-1995 school year. Surveys were distributed to 473 regular-education teachers from the 20 elementary schools. Eight hypotheses were developed to determine if there was a significant difference between attitudes and the aforementioned variables. Multiple linear regression was the statistical tool used for data analysis. All hypotheses were tested at the.05 level of significance. Based on the findings of this study, years of teaching experience and age were the only variables that predicted the attitudes of regular-education elementary school teachers toward the inclusion of students with disabilities in the regular classroom setting. Additionally, a significant multiple correlation of.07 (F[7,465] = 4.97, p < .0005) was evidenced in predicting the criterion variable of attitude from all predictor variables. Results also revealed teachers' negative attitudes toward the topic of inclusion.
Show less - Date Issued
- 1996
- PURL
- http://purl.flvc.org/fcla/dt/12482
- Subject Headings
- Mainstreaming in education, Elementary school teachers--Attitudes, Children with disabilities--Education
- Format
- Document (PDF)
- Title
- A MODEL MICROCOMPUTER-BASED MANAGEMENT SYSTEM FOR LEARNING DISABLED ELEMENTARY SCHOOL STUDENTS.
- Creator
- STAGGS, MARY WEEKS, Florida Atlantic University
- Abstract/Description
-
The purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone...
Show moreThe purpose of this study was to develop a model management program which would substantially increase the efficiency of the special education teacher and administrator by using the microcomputer. An investigation utilizing a survey of South Florida schools to determine which schools had access to microcomputers, followed by a questionnaire to forty-two selected schools revealed that only fifteen of the schools surveyed were using the microcomputer in special education classes. Telephone calls to these fifteen schools revealed that only six were using the microcomputer to assist with management procedures for special education classes. A personal visit to each of the six schools which were using the microcomputer determined that the only duty the microcomputer was performing was attendance record-keeping. The information gathered from the survey, questionnaire, telephone calls, and personal visits indicated a need for the development of a program to be utilized with a microcomputer at the school level which would assist in the management of special education. The study then focused on the development of a model program in one elementary school which would assist with special education management. This was accomplished by designing a computer program that accomplished a variety of record-keeping tasks on the microcomputer such as attendance records, mailing labels, classroom rosters and other demographic data for individual classes. Programs were also utilized that assisted with the scoring of student mastery tests that were a part of a county-wide unified curriculum. The RECIPE program, which assists with the task of creating and implementing the individual education program, was incorporated into the model. Several recommendations were made at the conclusion of this study. The microcomputer should be more accessible to school administrators and teachers. In-service training in the use of the microcomputer should be provided to all interested personnel and students. A computer department should be a part of the school system to provide programmers, in-service trainers, and to program, evaluate, and disseminate software. Colleges and universities should begin classes in computer literacy and programming for all future teachers. Educators must take over the job of writing and programming appropriate software for use in our schools. Education in the microcomputer age should not be in the hands of technicians.
Show less - Date Issued
- 1984
- PURL
- http://purl.flvc.org/fcla/dt/11850
- Subject Headings
- Special education, Children with disabilities--Education, Elementary school administration, Electronic data processing--Education (Elementary)
- Format
- Document (PDF)
- Title
- Differential effects of assessment report type on special educators' recommendations regarding identification of goals and choice of intervention.
- Creator
- Zinkil, Susan S., Florida Atlantic University, Taylor, Ronald L.
- Abstract/Description
-
There has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which...
Show moreThere has been a substantial amount of research supporting the use of functional behavioral assessment (FBA) for students with severe to profound disabilities. Many of the studies with these populations have shown to greatly impact the behavior of students when FBA-generated interventions, which match the function of the targeted behavior, are used to improve behavior. This research was the basis for the 1997 reauthorization of the Individuals with Disabilities Education Act (IDEA), which specifically requires the use of the FBA to generate educative, positively-based interventions. Since IDEA '97, research has shown the effective use of the FBA to create interventions matching the function of the problem behavior for students with milder disabilities. This is promising as research has been lacking in what assessment data teachers use to select behavioral interventions. Furthermore, school personnel have been ineffective in dealing with the problem behavior of students with disabilities as evidenced by high suspension rates for students with disabilities. There is also very limited research in the area of what assessment data is used in the development of individualized education programs (IEP) for students with emotional disabilities. The psychological evaluation is used to determine eligibility for special education, yet there is no research indicating that the information contained within a psychological evaluation is used for either goal development or intervention selection. This is problematic in that IEPs developed for students with emotional disabilities are lacking in quality and effectiveness. This study examined the effect that types of assessment report played on teachers' selection of interventions and IEP goal development for a student with an emotional disability. After reviewing an FBA or psychological evaluation, participants were to develop a behavioral goal. These goals were rated for the presence or absence of five quality indicators that should be present in a well-developed goal. No significant differences were found in the frequencies of these goal indicators. Participants were then asked to indicate preference of use of three interventions to increase appropriate behavior and three interventions to decrease inappropriate behavior and then to rank order their potential use of the interventions. No significant differences were found in the indication of use on either measure. Participants did consistently indicate preferred use of the three positively-based interventions.
Show less - Date Issued
- 2004
- PURL
- http://purl.flvc.org/fcla/dt/12116
- Subject Headings
- Behavior modification, Problem children--Education, Children with disabilities--Education, Individualized instruction, Behavioral assessment of children
- Format
- Document (PDF)
- Title
- The effects of a self-evaluation intervention on the instructional behavior of special education interns.
- Creator
- Keller, Cassandra L., Florida Atlantic University, Taylor, Ronald L.
- Abstract/Description
-
This study investigated the effects of an audiotaped self evaluation intervention on the instructional behavior of interns in classrooms for students with disabilities. Three interns teaching in elementary school settings in Southeast Florida participated in the study. The dependent variable was frequency of specific social praise statements. The independent variable was the self evaluation intervention which consisted of an individual training session that required each intern to listen to...
Show moreThis study investigated the effects of an audiotaped self evaluation intervention on the instructional behavior of interns in classrooms for students with disabilities. Three interns teaching in elementary school settings in Southeast Florida participated in the study. The dependent variable was frequency of specific social praise statements. The independent variable was the self evaluation intervention which consisted of an individual training session that required each intern to listen to five minute audiotaped samples of their instruction and then graph the frequency of specific social praise. A multiple baseline design was used to measure the effects of the intervention. Generalization probes were administered to determine the effects of the intervention in other content areas and maintenance probes were evaluated to determine the effects of the intervention over time. A qualitative design employing an open ended interview was used to enhance and amplify the quantitative portion of the study and to find out what value the interns placed on the intervention. Results indicated that the intervention had a positive effect on all three interns' use of specific social praise. Generalization probes indicated that two of the three interns increased their use of specific social praise during non-targeted content areas. The maintenance probes indicated that all three interns' average use of specific social praise was well above their baseline averages, although two of the three interns had a decreasing trend. The findings from the qualitative data supported the results from the quantitative analyses and revealed that interns valued the self evaluation intervention because it allowed them to reflect, evaluate, and then change their behavior. Recommendations for future research were made.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12044
- Subject Headings
- Interns (Education), Teachers--Self-rating of, Students with disabilities--Education, Teachers of children with disabilities--Training of
- Format
- Document (PDF)
- Title
- The effects of disability labels on special education and general education teachers' referrals for gifted programs.
- Creator
- Bianco-Cornish, Margarita, Florida Atlantic University, Smiley, Lydia R.
- Abstract/Description
-
This study investigated the effect of the disability labels learning disabilities (LD) and emotional handicaps (EH) on general education and special education teachers' willingness to refer students to gifted programs. Referral differences between general education and special education teachers were also examined. Two hundred forty-seven teachers (195 general education teachers and 52 special education teachers) from one south Florida school district participated in this study. Participants...
Show moreThis study investigated the effect of the disability labels learning disabilities (LD) and emotional handicaps (EH) on general education and special education teachers' willingness to refer students to gifted programs. Referral differences between general education and special education teachers were also examined. Two hundred forty-seven teachers (195 general education teachers and 52 special education teachers) from one south Florida school district participated in this study. Participants were randomly assigned to one of three conditions (no label, LD, EH) and asked to read a vignette describing a gifted student. All vignettes were identical except for one statement added to the LD or EH group stating the student had a disability. After reading the vignette, teachers completed a survey instrument with six questions regarding possible referral options. One of the six questions asked if they would refer the student to their school's gifted program. Teachers indicated their responses by circling one of four choices: strongly agree, agree, disagree or strongly disagree. Responses to the gifted referral question on the survey instrument served as the dependent variable. A 2 x 3 factorial analysis of variance (ANOVA) was used to evaluate the main effects of labeled conditions (three levels), teacher certification type (two levels), and the interaction between labeled condition and teacher type. Results indicated that teachers were significantly influenced by the LD and EH label when making referrals to gifted programs. Both special education and general education teachers were much less willing to refer students with disability labels to gifted programs than identically described students with no disability label. Additionally, when compared to general education teachers, special education teachers were less likely to refer a gifted student, with or without disabilities, to a gifted program. Implications were discussed and recommendations for future research were made.
Show less - Date Issued
- 2003
- PURL
- http://purl.flvc.org/fcla/dt/12076
- Subject Headings
- Special education, Children with disabilities--Education, Educational tests and measurements, Students with disabilities--Rating of
- Format
- Document (PDF)
- Title
- BROWARD COUNTY PRINCIPALS' AND EXCEPTIONAL EDUCATION TEACHERS' PERCEPTIONS OF THE PROBLEMS IN COMPLYING WITH PUBLIC LAW 94-142 (MAINSTREAMING, HANDICAPPED, LEAST RESTRICTIVE ENVIRONMENT; FLORIDA).
- Creator
- COULTER, CHERYL WOLFORD, Florida Atlantic University, Smith, Lawrence E.
- Abstract/Description
-
Problem. The purpose of this study was to assess principals and exceptional education teachers of Broward County, Florida, as to their perceptions of the problems in complying with Public Law 94-142. Also of interest was the comparison of the four sets of perceptions that were investigated. Findings. (1) More statistical disagreement than agreement was found among principals and exceptional education teachers in regard to their self perceptions and perceptions of the other group; (2)...
Show moreProblem. The purpose of this study was to assess principals and exceptional education teachers of Broward County, Florida, as to their perceptions of the problems in complying with Public Law 94-142. Also of interest was the comparison of the four sets of perceptions that were investigated. Findings. (1) More statistical disagreement than agreement was found among principals and exceptional education teachers in regard to their self perceptions and perceptions of the other group; (2) Principals perceived the following items "difficult" for themselves: (a) evaluating students as soon as possible after referral; (b) providing individual evaluations by a multidisciplinary team; (c) conducting IEP meetings at a time convenient to parents; (3) Exceptional education teachers perceived the following items difficult for themselves: (a) evaluating students as soon as possible after referral; (b) conducting IEP meetings at a time convenient to parents; (4) Principals perceived "lack of funds" as being their biggest obstacle in successfully implementing Public Law 94-142; (5) Exceptional education teachers perceived "class size" to be their biggest obstacle in successfully implementing Public Law 94-142
Show less - Date Issued
- 1983
- PURL
- http://purl.flvc.org/fcla/dt/11836
- Format
- Document (PDF)
- Title
- A resource guide for parents and classroom teachers educating special education students to increase appropriate communication with all individual education program (IEP) team members.
- Creator
- Nast, Amy Thomasson., Florida Atlantic University, Burks, Valerie C., O'Rourke, Kathleen
- Abstract/Description
-
Historically, individuals with special needs have been isolated from society and educational opportunities. Though the professional care for these individuals improved in two hundred years, only since the passage of Public Law 94-142, in the past twenty-seven years, have the needs and accomplishments of special needs individuals been made public. Based on ten years in the classroom, one special educator experienced the need for parents and classroom teachers to have a resources reference for...
Show moreHistorically, individuals with special needs have been isolated from society and educational opportunities. Though the professional care for these individuals improved in two hundred years, only since the passage of Public Law 94-142, in the past twenty-seven years, have the needs and accomplishments of special needs individuals been made public. Based on ten years in the classroom, one special educator experienced the need for parents and classroom teachers to have a resources reference for educating special needs individuals and to improve the communication among parents, classroom teachers and special educators. Each group should have an understanding of some history of persons with disabilities, the legislative timeline implemented to aid these individuals, the process in which special education services are provided within a public school setting, and alternatives to resolving disputes. A survey to establish baseline data concerning communication and knowledge was designed and gathered within one Colorado school district.
Show less - Date Issued
- 2001
- PURL
- http://purl.flvc.org/fcla/dt/12821
- Subject Headings
- Children with disabilities--Education, Parent-teacher relationships, Special education--Parent participation, Special education--Law and legislation
- Format
- Document (PDF)
- Title
- The effect of audiocassette presentation on the performance of students with and without learning disabilities on a group standardized math test.
- Creator
- Schnirman, Rebecca K., Florida Atlantic University, Taylor, Ronald L.
- Abstract/Description
-
Many students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by...
Show moreMany students with specific learning disabilities (LD) exhibit reading difficulties that interfere with their performance on "high-stakes" standardized tests with math word problems. Therefore, it is important to identify accommodations that will lead to valid test scores. Audio presentation for math word problems is intended to remove the effects of a disability in reading. One purpose of the study was to conduct an empirical investigation of the effects of audiocassette presentation by comparing the performance of students with LD and students from general education (GE). Another was to investigate the relationship, if any, between the level of knowledge of mathematics vocabulary and the benefit of audiocassette presentation for the students with LD. Finally, the study sought to extend the current research base to students in middle school. Twenty-four students with LD and 24 from GE were tested with parallel forms of the Math section of the Iowa Test of Basic Skills. Half of each group tested with form K under standard administration and received audiocassette presentation for form L. The other half of each group was tested with form L under standard administration and audiocassette presentation for form K. Finally, the Vocabulary subtest from the Test of Mathematical Abilities, 2nd edition (TOMA-2) was administered. Separate paired t tests were performed for the GE group and for the group with LD. The performance of the two groups was then compared with repeated measures analyses. No statistically significant differences were found, which was attributed, in part, to small sample size. Minimal change in the mean performance of either group occurred after audiocassette presentation for Math Concepts. The group mean for LD on Problem Solving improved slightly with the accommodation. Repeated measures analyses showed no significant difference in performance between students with "high" vs. "low" levels of math vocabulary. A floor effect, along with the students' level of academic language proficiency, may have affected the results. Some students improved their scores with audio presentation, but others scored lower. This reinforces the need to base the use of any test accommodation on individual need, not disability label or other factors.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12166
- Subject Headings
- Educational tests and measurements, Learning disabled children--Ability testing, Academic achievement--Testing--Validity--United States, Children with disabilities--Education--Ability testing, Academic achievement
- Format
- Document (PDF)
- Title
- Specific learning disability services: Benefit or risk?.
- Creator
- Braynen, Viva, Florida Atlantic University, Pisapia, John
- Abstract/Description
-
The educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the...
Show moreThe educational reforms of the last two decades have placed an increased demand on accountability and refocused efforts toward maximum achievement for all students, including those with disabilities. The goals of such reforms are that no child is left behind in achieving high standards. Under these reforms, exceptional education students who seek to earn a standard high school diploma are being held to the same standards as regular education students. This study provides information on the achievement of students with specific learning disabilities (SLD) in the standard diploma program in the Broward County School system. Students included in this study, were in the 10th grade during the 2003-2004 school year and were administered the 10th grade Sunshine State Standards (SSS) FLAT. They also were enrolled in the standard diploma program and had been diagnosed with a Specific Learning Disability. In addition, enrollment in the Broward County School system for a minimum of seven consecutive years was mandatory along with having FCAT SSS scores in both reading and math for three consecutive years. A sample of all of the students (N=278) that met the specified criteria was utilized. To investigate the relationship among the variables---achievement, ESE services, socioeconomic status, ethnicity, and gender---correlations, descriptive statistics, and regressions were used. Some of the findings were that students have a higher pass rate on the math achievement test (57 percent passed) than they do on the reading achievement test (32 percent passed). However, Black, Hispanic, and White students did not benefit equally from ESE services. Further, a statistically significant moderate correlational relationship exists between FCAT reading and FCAT math scores. This research explained less than a quarter of the variation in the achievement levels analyzed; therefore, further longitudinal research is needed to continue to evaluate the effectiveness of special education programs.
Show less - Date Issued
- 2005
- PURL
- http://purl.flvc.org/fcla/dt/12184
- Format
- Document (PDF)
- Title
- Principals' knowledge of special education policies and procedures: does it matter in leadership?.
- Creator
- Jesteadt, Lindsay., College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Research has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held...
Show moreResearch has shown that most school leaders lack the knowledge necessary to deal with the many different aspects and issues that special education programs encompass. This lack of knowledge ultimately places special education teachers, programs, and students with disabilities at a clear disadvantage. With The No Child Left Behind Act (NCLB) of 2001 and the reauthorization of The Individuals with Disabilities Education Improvement Act (IDEA) in 2004, schools and school leaders are being held accountable for the learning gains of all students, including students with disabilities. This study sought to assess the knowledge of Florida school principals in the area of special education policies and procedures through survey administration. In addition, the survey was designed to establish the method by which school principals purport to have learned the majority of special education policies and procedures. Social justice as defined by Adams, Bell, and Griffin (1997) and ethical reasoning in educational leadership, developed and defined by Shapiro and Stefkovich (2005) were chosen as the conceptual framework with which to guide the design and analysis of the study. These underlying sets of ideas were used to help recognize the many inequalities that have hindered education for a variety of students, including those with disabilities (Lashley, 2007). FIndings of this study demonstrate the level of knowledge practicing administrators in Florida possess, the methods by which they acquired that knowledge, and the dire need for this knowledge under new state mandated reform initiatives.
Show less - Date Issued
- 2012
- PURL
- http://purl.flvc.org/FAU/3355571
- Subject Headings
- School improvement programs, Educational leadership, Learning disabled children, Education, School principals, In-service training, Response to intervention (Learning disabled children)
- Format
- Document (PDF)
- Title
- District Leadership and Systemic Inclusion: A Case Study of One Inclusive, Effective School District.
- Creator
- Jekanowski, Elizabeth C., Maslin-Ostrowski, Patricia, Florida Atlantic University, College of Education, Department of Educational Leadership and Research Methodology
- Abstract/Description
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Inclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and...
Show moreInclusion is a federal education policy in the United States that challenges educational leaders. Despite U.S. federal laws requiring an inclusive education for students with disabilities (SWD), educators continue to struggle to implement inclusion. Some scholars argue that leadership is the key to inclusion, with most studies focused on principal leadership. Successful inclusive districts are rare, as are studies of these districts. The purpose of this in-depth case study was to describe and understand the leadership practices of SSSD (pseudonym), an inclusive (based on LRE ≥75% for three consecutive years) and effective district (based on district grades of As and Bs, state measures of student achievement) in Southeast Florida. Within SSSD, a purposeful sample of 31 participants was selected that included eight district leaders, three principals, 15 teachers, and five parents located at four sites and observed across three events over the span of one semester with multiple supporting documents analyzed. Four findings describing district leadership practices emerged from the data analysis; 1) a shared inclusive mission, 2) collaborative efforts, 3) formal and informal professional development (PD), and 4) acknowledging and addressing challenges. The practices of district leaders found in this study resonate with other findings in the literature and contribute two of the new findings in this study: 1) the superintendent’s attitudes, beliefs, and experiences as a special educator were described as key to her district’s inclusive focus and success and extends previous research connecting principal leadership to school site inclusion; and 2) informal versus formal PD was more beneficial to teachers in building collective capacity for inclusive service delivery—marking a new distinction within related PD literature. Recommendations to district leaders, policy makers, and scholars are included. The study concludes by encouraging educational leaders to cultivate a shared inclusive mission implemented through collaborative efforts. There is hope for inclusion, not only in theory, but in practice, mirroring the call of other district leadership studies of successful, systemic inclusion.
Show less - Date Issued
- 2017
- PURL
- http://purl.flvc.org/fau/fd/FA00004815, http://purl.flvc.org/fau/fd/FA00004815
- Subject Headings
- Educational leadership--Case studies., Inclusive education--Case studies., Children with disabilities--Education--United States--Case studies., School management and organization--Case studies., Action research in education--Case studies., Mainstreaming in education--Case studies.
- Format
- Document (PDF)