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- Title
- A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
- Creator
-
Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
- Abstract / Description
-
This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
Show less - Date Issued
- 2017
- Identifier
- CFE0006720, ucf:51895
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006720
- Title
- IMPROVED PHYSIOLOGY AND PSYCHOSOCIAL WELL-BEING FOR CHILDREN WITH PHYSICAL DISABILITIES THROUGH VIRTUAL REALITY IMMERSION.
- Creator
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Fralish, Bethany D, Nickels, Megan, University of Central Florida
- Abstract / Description
-
The purpose of this case study was to examine the physiological and psychosocial effects of an immersive virtual reality (VR) system in a female, young adult with right side paralysis following a left hemisphere brain bleed in order to determine the usefulness of immersive VR for children with physical disabilities, in particular, cerebral palsy (CP). The current study consisted of six sessions over a span of three weeks, with each session lasting approximately 45 minutes. Physiological...
Show moreThe purpose of this case study was to examine the physiological and psychosocial effects of an immersive virtual reality (VR) system in a female, young adult with right side paralysis following a left hemisphere brain bleed in order to determine the usefulness of immersive VR for children with physical disabilities, in particular, cerebral palsy (CP). The current study consisted of six sessions over a span of three weeks, with each session lasting approximately 45 minutes. Physiological factors (upper body mobility, heart rate variability) were assessed via a hand use questionnaire and a heart rate monitor, while psychosocial factors (e.g. positive mood) were assessed through post-session debriefing discussions with the participant. All measures were completed at each of the six VR sessions, with the exception of the hand use questionnaire, which was administered at baseline, and post-intervention. The VR programs selected were specifically chosen to engage upper body and arm movements. Descriptive analyses and coding of interviews were conducted to examine changes throughout the study sessions. The participant reported an increase in hand mobility and psychosocial well-being, such as improvement in mood, as a result of her participation in the VR sessions. The results of the current study suggest that the use of movement-specific VR programs may be beneficial to children with physical disabilities and CP, although due to the single-subject design of the study, further research is warranted.
Show less - Date Issued
- 2017
- Identifier
- CFH2000255, ucf:46028
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000255
- Title
- EFFECTS OF THREE INSTRUCTIONAL SCHEDULES ON SKILL ACQUISITION AND GENERALIZATION IN THE USE OF TWO-WAY RADIOS TO REPORT TASK COMPLETION BY HIGH SCHOOL STUDENTS WITH MODERATE INTELLECTUAL DISABILITIES.
- Creator
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Perez-Turner, Geraldine, Miller, Kevin, University of Central Florida
- Abstract / Description
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Educators of students with moderate and severe intellectual disabilities face a significant challenge in preparing their students while in school to function, acquire, and maintain skills that would facilitate successful performance in the workforce while in supported and/or independent employment after graduation. The field of special education still debates about the best way to teach students with moderate intellectual disabilities, the best setting for their instruction and the best...
Show moreEducators of students with moderate and severe intellectual disabilities face a significant challenge in preparing their students while in school to function, acquire, and maintain skills that would facilitate successful performance in the workforce while in supported and/or independent employment after graduation. The field of special education still debates about the best way to teach students with moderate intellectual disabilities, the best setting for their instruction and the best instructional schedule. The current research investigated the effectiveness and efficiency of three instructional schedules in the skill acquisition and generalization of two-way radio usage to report task completion by high school students with moderate intellectual disabilities. The instructional schedules investigated were: (a) community-based instruction only (CBI), (b) community based instruction plus simulated instruction in the classroom-same day (CBISC) and (c) simulated instruction in the classroom only (SICO). A Multiple Probe Design across participants with intermittent probe trials within each instructional group, and an added generalization phase (Horner & Baer, 1978; Tawney & Gast, 1984; Alberto & Troutman, 2003) was employed in this study. Nine high school students with moderate intellectual disabilities, three in each instructional schedule, were taught to use a two-way radio to report task completion. The results of the study revealed that the CBI instructional schedule was the overall most efficient instructional schedule for skill acquisition. Two of the CBI participants required the least number of trials to learn to use a two-way radio to report task completion. The second most efficient schedule was the CBISC and the least efficient instructional schedule was the SICO. Based on Mean scores, learning efficiency appeared to be greater for the participants in the CBI and CBISC instructional schedule. These participants required the least number of intrusive prompts. Results indicated that the SICO instructional scheduled was more efficient for only one participant. This participant only required verbal prompts for acquisition of the skill. However, participant one on the SICO instructional schedule required the most intrusive prompts of all participants across groups. For generalization, the CBISC instructional schedule appeared to be the most effective. In this schedule, the two participants that concluded the study generalized the skill across three novel settings with 100% accuracy. The SICO schedule, also had two participants generalized the skill across three novel settings; however, one participant in that group failed to generalize the skill in two settings. The CBI instructional schedule appeared to be the least effective for skill generalization in this study. In this schedule, only one participant generalized the skill in all three novel settings.
Show less - Date Issued
- 2005
- Identifier
- CFE0000398, ucf:46322
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000398
- Title
- A VIEW FROM THE FIELD: URBAN SPECIAL EDUCATION DIRECTORS' PERCEPTIONS OF ESSENTIAL COMPETENCIES FOR NEWLY APPOINTED SPECIAL EDUCATION ADMINISTRATORS.
- Creator
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Pratt Marrett, Caroline, Martin, Suzanne, University of Central Florida
- Abstract / Description
-
ABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of...
Show moreABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of experience as a director of special education and these underlying factors. A factor analysis revealed that there were three underlying factors reported to be essential for newly appointed special education administrators. A multiple regression analysis indicated that the relationship between the years of experience as a director of special education and the underlying factors (Management, Instruction and Change; Supervision of Faculty; and Team Building Skills) was not statistically significant. A post hoc test was conducted to further detect differences in years of experience as an urban director of special education and the underlying factors. The results were sufficient to reject the null hypotheses in both cases.
Show less - Date Issued
- 2008
- Identifier
- CFE0002120, ucf:47545
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002120
- Title
- A COMPARISON OF THREE PHONOLOGICAL AWARENESS TOOLS USED TO IDENTIFY PHONEMIC AWARENESS DEFICITS IN KINDERGARTEN-AGE CHILDREN.
- Creator
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Robelo, Edgard, Schwartz, Jamie, University of Central Florida
- Abstract / Description
-
The purpose of this study was to determine if three different tests of phonological awareness: the Comprehensive Test of Phonological Processes (CTOPP) (Wagner, Torgesen, & Rashotte, 1999), The Phonological Awareness Test (PAT) (Robertson & Salter, 1997), and the Pre-Literacy Skills Screening (PLSS) (Crumrine & Lonegan, 1999) measure the same phonological awareness skills (content) in the same manner (procedures) and, whether typically-developing kindergarten-age students perform similarly on...
Show moreThe purpose of this study was to determine if three different tests of phonological awareness: the Comprehensive Test of Phonological Processes (CTOPP) (Wagner, Torgesen, & Rashotte, 1999), The Phonological Awareness Test (PAT) (Robertson & Salter, 1997), and the Pre-Literacy Skills Screening (PLSS) (Crumrine & Lonegan, 1999) measure the same phonological awareness skills (content) in the same manner (procedures) and, whether typically-developing kindergarten-age students perform similarly on each of the tests. Twenty-five kindergarten students consisting of 14 males and 11 females (mean CA of 72.24 months) participated in this study. All participants were attending the second half of kindergarten in a public school in Orlando, Florida. Prior to the administration of the three tools, all participants were administered the Fluharty Preschool Speech and Language Screening Test - Second Edition (Fluharty-2) (Fluharty, 2001) to ensure that no formal speech and/or language assessment was needed. A comparison of the CTOPP, PAT, and PLSS revealed that the PAT and CTOPP produced similar outcomes. That is, participants who performed well on one tool also did well on the other. Results of this study have shown that tasks on these two tools are comparable measures of phonological awareness known to strongly predict future reading ability. However, when the PLSS was compared to either the CTOPP or PAT, similar outcomes were not obtained. Three participants were identified "at risk" for reading disability on the PLSS. No participants were identified "at risk" on either the CTOPP or PAT. Using a standardized battery to identify children "at-risk" for reading failure and planning intervention may be more advantageous than using a screening measure like the PLSS. Even though it will take more time to complete, a comprehensive assessment battery may be of more value to the clinician. A summary, possible limitations of study, and suggestions for future research are discussed.
Show less - Date Issued
- 2006
- Identifier
- CFE0000924, ucf:46720
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000924
- Title
- A SURVEY OF PRESERVICE TEACHERS' ATTITUDES ON INTEGRATING STUDENTS WITH DISABILITIES IN INCLUSIVE EDUCATION CLASSROOMS.
- Creator
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McNamee, Kelsey K, Marrett, Caroline Pratt, University of Central Florida
- Abstract / Description
-
There are more than 2.4 million American public school students identified with learning disabilities who are served under the Individuals with Disabilities Education Act (IDEA). General education preservice teachers are expected to effectively teach all students, including those with disabilities. However, most teacher preparation programs only require a single course in teaching students with disabilities. Research shows that that teachers� attitudes regarding inclusion are the greatest...
Show moreThere are more than 2.4 million American public school students identified with learning disabilities who are served under the Individuals with Disabilities Education Act (IDEA). General education preservice teachers are expected to effectively teach all students, including those with disabilities. However, most teacher preparation programs only require a single course in teaching students with disabilities. Research shows that that teachers� attitudes regarding inclusion are the greatest predictor of a successful inclusion classroom. This study explored the attitudes of preservice elementary and preservice secondary teachers regarding integrating students with disabilities into general education classrooms. A quantitative research design with a survey method was used in this study. The survey method included a questionnaire via Qualtrics, an online survey system used at the University of Central Florida. Findings of this study revealed that 40% of preservice teachers indicated that integrating students with disabilities in the general education class was a burden. However, due to information limitations the results for preservice elementary and preservice secondary teachers� attitudes regarding the integration of students with disabilities in the general education classroom and the number of hours of service learning completed was inconclusive.
Show less - Date Issued
- 2016
- Identifier
- CFH2000072, ucf:45507
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH2000072
- Title
- AN INVESTIGATION OF THE FACTORS RELATED TO DIRECT CARE STAFFS' KNOWLEDGE OF EFFECTIVE INSTRUCTIONAL STRATEGIES FOR PEOPLE WITH DEVELOPMENTAL DISABILITIES.
- Creator
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Cook, Craig, Martin, Lawrence, University of Central Florida
- Abstract / Description
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The Medicaid Home and Community Based Services Waiver (HCBS) funds services for people with developmental disabilities in community based group homes. The purpose of the Medicaid HCBS Waiver is to: (1) support alternatives to institutions, (2) promote independence, (3) maximize functioning, and (4) support community integration. Direct care staff members have primary, day to day contact with people with developmental disabilities living in group home settings. Residential agencies for people...
Show moreThe Medicaid Home and Community Based Services Waiver (HCBS) funds services for people with developmental disabilities in community based group homes. The purpose of the Medicaid HCBS Waiver is to: (1) support alternatives to institutions, (2) promote independence, (3) maximize functioning, and (4) support community integration. Direct care staff members have primary, day to day contact with people with developmental disabilities living in group home settings. Residential agencies for people with developmental disabilities have the responsibility to train direct care staff in the use of effective teaching strategies in order to realize the purpose of the Medicaid HCBS waiver. Direct care staff's knowledge of effective teaching strategies will afford people with mental retardation an opportunity for greater independence and help them achieve their maximum potential within the community. This study set out to evaluate what factors were related to direct care staff members' knowledge of effective teaching strategies. The factors investigated include agencies use of evidence based staff training practices, feedback as a performance management strategy, and Certified Behavior Analysts involvement with the training and support of direct care staff. A random sample of 294 direct care staff members who work in 55 different group homes throughout the State of Florida participated in the study. Direct care staff members' average score on the knowledge of effective teaching strategies quiz was 23.31 out of 50 questions. The maximum score achieved was 43. These findings indicated that the direct care staff members generally did not demonstrate knowledge of effective teaching strategies. The findings of this investigation demonstrated a statistically significant positive relationship between direct care staff members who received empirically derived staff training and knowledge of effective teaching strategies. Additionally, the investigation found a statistically significant positive relationship between the behavior analyst involvement and direct care staff members' knowledge about how to teach. The investigation failed to identify a statistically significant relationship between performance feedback and knowledge about how to teach. This research is important to policy formulation as it relates to the efficient and effective delivery of supports for people with developmental disabilities.
Show less - Date Issued
- 2009
- Identifier
- CFE0002832, ucf:48077
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002832
- Title
- TEACHER PERCEPTIONS OF THE ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES ON STATEWIDE ASSESSMENTS.
- Creator
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Gromoll, Maryann, Little, Mary, University of Central Florida
- Abstract / Description
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Each year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement...
Show moreEach year as a growing number of students with learning disabilities are included in statewide assessments, teacher perceptions and beliefs toward student achievement are being identified and examined. The No Child Left Behind Act of 2001(NCLB) and the 2004 reauthorization of the Individuals with Disabilities Education Act (IDEA, 2004) raise the achievement expectations of students with disabilities and require that teachers are knowledgeable about state academic content and achievement standards (Thompson, Lazarus, Clapper, & Thurlow, 2006). State departments of education are responsible to ensure that teacher competencies and expectations are specific to the achievement of grade level content standards (Thompson, et al., 2006). Educational reform, increased knowledge in the teacher-learning process, and greater access to the general education curriculum require changes in instructional practice. This study investigated special education teachers' perceptions, backgrounds and beliefs related to test performance of third grade students with learning disabilities who passed the reading portion of the state assessment in Florida, the Florida Comprehensive Assessment Test (FCAT). The comparative descriptive research design was used to identify these factors and their effects in the study (Creswell, 2002). Quantitative data collection was used. A survey instrument was developed to include information on teachers' background, beliefs, experience, and perceptions toward statewide assessments. The survey was sent to seventy six third grade teachers of students with learning disabilities. Teachers receiving the survey were categorized into two groups based on the outcome of the 2007 FCAT in reading. Significant differences between teacher responses were found in the areas of professional development for test accommodations, co-teaching, and working with professionals in the general curriculum. Response to survey items on service delivery models indicated that students who spend the majority of time in the general education classroom or in a resource room setting have increased student achievement on statewide assessments. Differences were also found between teachers on questions related to school location, percentage of minority students, students who are eligible for free and reduced lunch, and positions employees held in education by the teachers in the study. One of the most significant findings of this study concluded that increased time spent in the general education classroom and collaboration of special education teachers with general education staff proved to be most beneficial when addressing the needs of students with learning disabilities and statewide assessment. The concept of teacher knowledge base and continued awareness of perceptions andbeliefs addressed in this study allowed for further research investigations.
Show less - Date Issued
- 2008
- Identifier
- CFE0002299, ucf:47830
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002299
- Title
- COMPARING MIDDLE SCHOOL GENERAL AND SPECIAL EDUCATORS' USE OF RESEARCH-BASED INSTRUCTION IN MATHEMATICS FOR STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Robertson, Shelby, Little, Mary, University of Central Florida
- Abstract / Description
-
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...
Show moreThe 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 specifically aligned with NCTM standards, direct instruction, graduated instruction, grouping practices, and self-monitoring. Additionally, educators responded to perceptions of their preparedness to use the aforementioned instructional practices. From the survey results, several strategies exhibited statistically significant differences between general and special educators. Special educators showed significantly greater use of two instructional strategies, as well as significantly greater perceptions of preparedness to use two instructional strategies. Overall, significantly more special educators reported using the research-based strategies aligned with all instructional practices. Additional results, limitations, implications for practice, and recommendations for future research are provided.
Show less - Date Issued
- 2008
- Identifier
- CFE0002256, ucf:47857
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002256
- Title
- An Investigation of the Biomechanical Implications of Lower Limb Fractures and Leg Length Disparity.
- Creator
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Mills, Elizabeth, Dupras, Tosha, Williams, Lana, Starbuck, John, University of Central Florida
- Abstract / Description
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One of the primary goals of biological anthropology is to develop an accurate understanding of human anatomy, health, disease, and injury in both modern and archaeological populations. Paleopathological analyses are a fruitful means of identifying disease and injury in skeletal assemblages, but the individual long-term biomechanical effects associated with pathological conditions have not yet been adequately explored in the literature. Leg fractures are a common pathological condition in both...
Show moreOne of the primary goals of biological anthropology is to develop an accurate understanding of human anatomy, health, disease, and injury in both modern and archaeological populations. Paleopathological analyses are a fruitful means of identifying disease and injury in skeletal assemblages, but the individual long-term biomechanical effects associated with pathological conditions have not yet been adequately explored in the literature. Leg fractures are a common pathological condition in both modern and archaeological populations, the effects of which may alter the biomechanics of gait. A growing body of clinical literature demonstrates that abnormal ambulatory function may have far-reaching effects in the rest of the body.To assess the long-term consequences of pathological conditions of the lower extremities, the relationship between lower limb long bone fracture occurrence, incidence of leg length disparity (LLD), and temporomandibular dysfunction (TMD) was analyzed. A total of 56 adult individuals (29 fractured, 27 unfractured) from the Hamann-Todd Osteological Collection (HTOC) at the Cleveland Museum of Natural History (curated between 1912 and 1938) were examined in this study. In total, the sample consisted of 37 males and 19 females (ages 25-76) of either black or white ancestry. LLD was assessed by taking standardized measurements of the lower limb long bones. TMD was analyzed by scoring the presence and severity of osteoarthritis of the temporomandibular joint (TMJ OA), dental attrition, and antemortem tooth loss. Kendall's Tau correlation statistics were used to assess morphological integration between all unique pairwise combinations of lower limb and jaw measurements among unfractured and fractured groups. Results indicate that several measures of LLD and jaw dysfunction are correlated differently in the unfractured and fractured groups. Comparisons of the All Unfractured and All Fractured groups most often showed higher absolute correlation values in unfractured individuals. Samples were also subdivided and compared based on known sex. Significant differences in patterns of morphological integration were observed between male and female sub-samples. Significant correlation values were almost always higher in the unfractured sample than in the fractured sample. Females, however, demonstrated both significant increases and significant decreases in absolute correlation values when comparing fractured and unfractured samples. Thus, patterns of significant differences in morphological integration between the lower limbs and jaw differ for males and females, with fairly consistent decreases in integration strength in the former and a mixed pattern of integration strength increases and decreases in the latter, when a leg fracture is involved. It is argued that these differences are explained by fundamental sexually dimorphic morphological and kinematic differences between males and females, such that fractures resulting in LLD affect the two sexes differently. Gendered lifetime social experiences and activity patterns may also explain the different male and female patterns identified in the analysis. These insights are applied to larger anthropological questions of social identity and the long-term injury experience.
Show less - Date Issued
- 2016
- Identifier
- CFE0006694, ucf:51917
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006694
- Title
- Applied Software Tools for Supporting Children with Intellectual Disabilities.
- Creator
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Abualsamid, Ahmad, Hughes, Charles, Dieker, Lisa, Sims, Valerie, Wiegand, Rudolf, University of Central Florida
- Abstract / Description
-
We explored the level of technology utilization in supporting children with cognitive disabilities at schools, speech clinics, and with assistive communication at home. Anecdotal evidence, literature research, and our own survey of special needs educators in Central Florida reveal that use of technology is minimal in classrooms for students with special needs even when scientific research has shown the effectiveness of video modeling in teaching children with special needs new skills and...
Show moreWe explored the level of technology utilization in supporting children with cognitive disabilities at schools, speech clinics, and with assistive communication at home. Anecdotal evidence, literature research, and our own survey of special needs educators in Central Florida reveal that use of technology is minimal in classrooms for students with special needs even when scientific research has shown the effectiveness of video modeling in teaching children with special needs new skills and behaviors. Research also shows that speech and language therapists utilize a manual approach to elicit and analyze language samples from children with special needs. While technology is utilized in augmentative and alternative communication, many caregivers utilize paper-based picture exchange systems, storyboards, and daily schedules when assisting their children with their communication needs. We developed and validated three software frameworks to aid language therapists, teachers, and caregivers in supporting children with cognitive disabilities and related special needs. The Analysis of Social Discourse Framework proposes that language therapists use social media discourse instead of direct elicitation of language samples. The framework presents an easy-to-use approach to analyzing language samples based on natural language processing. We validated the framework by analyzing public social discourse from three unrelated sources. The Applied Interventions for eXceptional-needs (AIX) framework allows classroom teachers to implement and track interventions using easy-to-use smartphone applications. We validated the framework by conducting a sixteen-week pilot case study in a school for students with special needs in Central Florida. The Language Enhancements for eXceptioanl Youth (LEXY) framework allows for the development of a new class of augmentative and alternative communication tools that are based on conversational chatbots that assist children with special needs while utilizing a model of the world curated by their caregivers. We validated the framework by simulating an interaction between a prototype chatbot that we developed, a child with special needs, and the child's caregiver.
Show less - Date Issued
- 2018
- Identifier
- CFE0006964, ucf:52908
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006964
- Title
- A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
- Creator
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Vacchio, Erin, Martin, Suzanne, Vasquez, Trey, Jahani, Shiva, Helton, Julie, University of Central Florida
- Abstract / Description
-
This phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the...
Show moreThis phenomenological study examined the lived experiences of high school assistant principals who lead the Exceptional Student Education (ESE) departments at their respective schools. The role of the school leader is critical and complex. Second to only the classroom teachers, school leaders have the ability to shape the school wide attitude and vision for students with disabilities. Knowing that in the past 30 years, the number of students with disabilities has nearly doubled in size, the expertise of school leaders in special education must also increase. Research on the experiences of high school administrators who serve students with intellectual disabilities and how their experiences and beliefs shape opportunities for students is limited. In addition, there is limited research regarding the prevalence of students with intellectual disabilities and their participation in vocational education and independent skills instruction to support independent functioning and future employment. This study used a phenomenological approach to examine the experiences and beliefs of high school assistant principals who supervise the ESE department at their school. Semi-structured interviews were conducted with seven participants (N=7). Through thematic analysis, six major themes and 21 subthemes emerged. The six major themes were: (a) compliance of special education; (b) administrators' role in faculty/staff supervision; (c) inclusion of students with disabilities in opportunities with their non-disabled peers; (d) lack of leadership preparation; (e) meeting student needs; (f) preparing students for life after school. This study concluded with a thorough examination of each of the major themes and subthemes, and provided implications for leadership development, induction programs for special education leaders, and best practices for serving students with intellectual disabilities.
Show less - Date Issued
- 2019
- Identifier
- CFE0007739, ucf:52452
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007739
- Title
- An Investigation of the Representation of Middle School English Language Learners (ELLs) in Special Education Programs in a Large Urban School District.
- Creator
-
Lerma, Leah, Stewart, Martha, Biraimah, Karen, Nutta, Joyce, Purmensky, Kerry, University of Central Florida
- Abstract / Description
-
The disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language...
Show moreThe disproportionate representation of ethnically and racially diverse students in special education has been an enduring problem in education for the past four decades. However, most of the research on disproportionality has focused on the ethnic/racial variable; the body of research focusing on the linguistic variable is still slim in comparison. As linguistic diversity in the United States continues to rise, teachers will continue to be challenged to meet the needs of the English Language Learners in their classrooms. However, many teachers feel unprepared to deal with this diversity and have difficulty discriminating whether a student's poor performance is due to linguistic or cognitive factors. Consequently, many English Language Learners are misidentified and misplaced in special education programs. The purpose of this study was to analyze the representation of English Language Learners in special education high incidence disability categories in a large, urban school district in Florida. Cross-tabulations and chi-square statistics were used to analyze the distribution of special education students by ethnicity/race, home language, ESOL status, and English proficiency level; risk ratio and relative risk ratio statistics were used to determine whether the district's English Language Learners showed under, equal, or over-representation in special education high incidence disability categories. The results indicated that English Language Learners were at the greatest risk for being identified as Specific Learning Disabled when compared to the other disability categories, and English Language Learners with intermediate English proficiency levels were at a higher risk for being identified and placed in special education high incidence disability categories when compared to beginning and advanced level English Language Learners.
Show less - Date Issued
- 2011
- Identifier
- CFE0004127, ucf:49121
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004127
- Title
- An examination of inclusive education in schools operated by the Jordan field of the United Nations Relief and Works Agency for Palestine Refugees in the Near East.
- Creator
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Rodriguez, Jacqueline, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Keller, Clayton, Hynes, Michael, University of Central Florida
- Abstract / Description
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For refugee children with disabilities, international agencies largely provide humanitarian assistance, including education. However, the obstacles associated with refugee existence can impede progress in the movement towards educating children with disabilities in inclusive settings. Perceptions of inclusive education in schools operated by the Jordan field of the United Nations Relief and Works Agency for Palestine Refugees in the Near East were explored through multiple embedded case...
Show moreFor refugee children with disabilities, international agencies largely provide humanitarian assistance, including education. However, the obstacles associated with refugee existence can impede progress in the movement towards educating children with disabilities in inclusive settings. Perceptions of inclusive education in schools operated by the Jordan field of the United Nations Relief and Works Agency for Palestine Refugees in the Near East were explored through multiple embedded case studies. Each of the three schools examined included a student with a special educational need. The researcher also investigated strategies and supports provided by education stakeholders to students with special educational needs in inclusive classrooms. The study was framed by four research questions aligned to a theoretical model of inclusive education and guided by propositions. Findings from interviews, classroom observations, and document reviews, suggest that all stakeholders believe education for students with special educational needs is a human right. However, perceptions of inclusion differed based on several factors including the student's level of need and the disability, the teacher's self-efficacy and feeling of preparedness towards meeting the needs of students, and the impact of overcrowded classrooms and limited instructional time. In comparing results between stakeholders, differences existed in perceptions of benefits and challenges associated with inclusive education.
Show less - Date Issued
- 2013
- Identifier
- CFE0004923, ucf:49600
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0004923
- Title
- VIDEOTAPED ORAL READING FLUENCY LAB: AN ALTERNATIVE APPROACH TO ONE-ON-ONE INTERVENTIONS FOR INTERMEDIATE ELEMENTARY STUDENTS WITH LEARNING DISABILITIES.
- Creator
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Christner, Beth, Platt, Jennifer, University of Central Florida
- Abstract / Description
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The ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and goal-setting with feedback are effective methods of improving oral reading fluency (ORF) (Chard, Vaughn, & Tyler, 2002; Morgan & Sideridis, 2006; Therrien...
Show moreThe ability to read aloud fluently is a reflection of one's ability to automatically decode words and comprehend text at the same time (Samuels, 2006), a task which may be difficult for many intermediate elementary students with learning disabilities (LD) (Ferrara, 2005). Previous research shows that audio-assisted repeated readings and goal-setting with feedback are effective methods of improving oral reading fluency (ORF) (Chard, Vaughn, & Tyler, 2002; Morgan & Sideridis, 2006; Therrien, 2004) but implementing these interventions may be time-consuming for teachers and tedious for students. The purpose of this research was to determine the impact of including repeated reading interventions within a problem-solving framework of services for individual intermediate students with LD. Specifically, this study investigated whether a videotaped delivery method of a repeated reading intervention improved ORF at the same rate as a one-on-one delivery method for four fifth-grade students with LD. Using an ABCBC alternating-phases design, the single-subject study began with a short baseline followed by two treatment phases. Phase B utilized one-on-one repeated reading interventions delivered by an experienced teacher. Phase C utilized a pre-recorded videotaped version of the same teacher following the same procedures. Both quantitative and qualitative data were analyzed to determine the preferred learning method for each participant. The results of this research reinforced the use of repeated reading interventions for individual intermediate elementary students with LD. All four participants met or exceeded the goal of 25% improvement in reading rates. Results also suggest value in devoting time to the preparation of prerecorded videotaped ORF interventions in order to meet the needs of some struggling learners. Consideration of individual learner characteristics was discussed, as well as consideration of time constraints faced by both general and special educators.
Show less - Date Issued
- 2009
- Identifier
- CFE0002793, ucf:48089
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002793
- Title
- REELIN SIGNALING PROMOTES RADIAL GLIA MATURATION AND NEUROGENESIS.
- Creator
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Keilani, Serene, Sugaya, Kiminobu, University of Central Florida
- Abstract / Description
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The end of neurogenesis in the human brain is marked by the transformation of the neural progenitors, the radial glial cells, into astrocytes. This event coincides with the reduction of Reelin expression, a glycoprotein that regulates neuronal migration in the cerebral cortex and cerebellum. A recent study showed that the dentate gyrus of the adult reeler mice, with homozygous mutation in the RELIN gene, have reduced neurogenesis relative to the wild type. Based on the above findings, our...
Show moreThe end of neurogenesis in the human brain is marked by the transformation of the neural progenitors, the radial glial cells, into astrocytes. This event coincides with the reduction of Reelin expression, a glycoprotein that regulates neuronal migration in the cerebral cortex and cerebellum. A recent study showed that the dentate gyrus of the adult reeler mice, with homozygous mutation in the RELIN gene, have reduced neurogenesis relative to the wild type. Based on the above findings, our first hypothesis states that Reelin expression is important for the formation of radial glia and the generation of neurons from the neural progenitors. In order to investigate the role of Reelin in the process of cortical neurogenesis during development, we used human neural progenitor cells (hNPCs) that were isolated from a fetal cortex. These cells do not express Reelin. In this study, we show that Reelin addition to these hNPCs in vitro induced the formation of radial glia and increased neurogenesis significantly. Next, we investigated the mechanism by which Reelin increases the formation of radial glia and the generation of neurons. The formation of radial glia is under the control of two pathways, these are the Reelin and the Notch-1 signaling pathways. Since the level of Notch-1 activation determines if a cell would become a radial glia or an astrocyte, and since the absence of Reelin allows the transformation of a radial glia into astrocyte, we hypothesized that Reelin induces the formation of radial glia via activating Notch-1 signaling. To test this hypothesis, we investigated the effect of Reelin addition on Notch-1 activation in hNPCs. We found that Reelin addition in vitro activated Notch-1 signaling by increasing the level of Notch-1 intracellular domain (NICD). On the other hand, reducing NICD release, by inhibiting gamma-secretase activity, inhibited the Reelin-induced radial glia, confirming that Reelin's effect on the formation of radial glia is dependent on Notch-1 activation. Furthermore, we found that the Reelin-induced tyrosine phosphorylation of Disabled-1 (Dab-1), an adaptor protein downstream of Reelin, and the subsequent activation of Src family kinases, are essential steps for Notch-1 activation by Reelin. Finally, we found that Reelin addition increased the binding of Dab-1, recently identified as a nucleoshuttling protein, to NICD and enhanced NICD translocation to the nucleus. This resulted in the induction of BLBP expression and the subsequent formation of radial glia. Taken together, these data show that Reelin signaling, mediated by Dab-1 and Src kinase, activates Notch-1 signaling in hNPCs resulting in the induction of BLBP expression, the formation of radial glia and the generation of neurons. This work is novel because it provides that first evidence that Reelin expression is an important signal for the neuronal differentiation of the hNPCs. It also shows the crosstalk between Reelin and Notch-1 signaling, two major pathways in development and cell fate determination. The work is significant because it improves our understanding of the role of Reelin signaling in cell fate determination, differentiation and neurogenesis for the future manipulation of these processes to restore adult brain functions after brain injury or in neurodegenerative diseases.
Show less - Date Issued
- 2009
- Identifier
- CFE0002574, ucf:48258
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002574
- Title
- INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES.
- Creator
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Pawling, Kimberly, Wienke, Wilfred, University of Central Florida
- Abstract / Description
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Because many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to...
Show moreBecause many general education teachers feel unprepared to provide students with disabilities with appropriate instruction, changes to teacher education programs are needed (Burdette, 2007; Smith et al., 2010). Teacher education programs need to integrate content regarding instructional methods for teaching and accommodating students with disabilities in secondary, general education classrooms (Burdette, 2007; Smith et al., 2010). The results of the research should provide insight (1) to determine if integrating instruction on UDL into preservice SGE students' instructional methods courses will increase students' knowledge of UDL and (2) to determine if integrating instruction on Universal Design for Learning (UDL) will affect how secondary social studies (SS) students design lesson plans, particularly, content delivery and student assessment, in regards to the three principles of UDL. The research design was a quantitative, quasi-experimental design. The participants in the research study were students enrolled in four content specific SGE instructional methods courses: Social Studies (SS), Language Arts (LA), Mathematics (M) and Science (S). Research question oneÃÂ's data were analyzed both within content area, Wilcxon test for matched pairs, and between content areas, Mann-Whitney U test for independent samples. The results from research question one indicated a significant difference (p < .05). between pre and post UDL Knowledge test scores within the SGE SS participants. Within the other three SGE content areas, M, LA, and S, subjectsÃÂ' UDL Knowledge pre to posttest scores did not significantly change. When each content areaÃÂ's difference score for the UDL knowledge pre and posttest were calculated and compared between content areas, only the SS and S pairing demonstrated a statistically significant difference score (p < .05). Data from research question two indicated no statistically significant difference (p > .05) between pre and post intervention UDL lesson plan rubric scores. The study provides impetus for future research regarding effective delivery of UDL content in teacher preparation programs. The study also provides suggestions for future researchers who may be interested in designing a similar research study. Finally, the study provides teacher education leadership with questions regarding how the three principles of UDL planning, instruction, and assessment align with the current teacher and student educational evaluation practice of standardized assessments.
Show less - Date Issued
- 2010
- Identifier
- CFE0003246, ucf:48544
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003246
- Title
- The Impact of Job Experience Training on Executive Functioning Skills for Students with Language Impairments.
- Creator
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Elliott, Christopher, Martin, Suzanne, Boote, David, Hopp, Carolyn, Whiteman, JoAnn, Cerasale, Mark, University of Central Florida
- Abstract / Description
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The collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for...
Show moreThe collaborative efforts of families, educators, and policy makers have mergedvocational training with special education services for students with disabilities. The Individuals with Disabilities Education Act of 2004 introduced mandates for schools to provide transition services for students with disabilities based on three areas of need: a) education, b) employment,and independent living. This legislation has led to more work-based learning programs that meet the postsecondary needs for students with disabilities. Despite this increase in work-based learning programs many students with disabilities are still unable to make successful transitions into postsecondary outcomes. Using a mixed method design, this study examined the impact of a Job Experience Training (JET) program on the executive functioning skills of seven young men (15 to 18 years of age) over the course of seven weeks at an assisted living facility. Resultsof the teacher evaluations showed the students were capable of completing tasks, making individual goals, and increasing executive functioning skills while participating in the JET program. Conversely, the results from the parent and student assessments showed little to no change in executive functioning skills once the participants were outside the context of theassisted living facility. Future research is encouraged to examine a longitudinal study across multiple job sites that evaluates and measures the students' ability to transfer executive functioning skills to other contexts and further investigate mentoring as the core teaching strategy of a JET program.
Show less - Date Issued
- 2014
- Identifier
- CFE0005161, ucf:50714
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0005161
- Title
- Perceptions of Secondary Education Teachers Working in an Inclusive Setting.
- Creator
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Pacha, Destiny, Hopp, Carolyn, Reyes, Maria, Vitale, Thomas, Pratt Marrett, Caroline, University of Central Florida
- Abstract / Description
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This dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices....
Show moreThis dissertation in practice addresses the continuous underperformance of students with disabilities (SWD) on standardized assessments when compared to their non-disabled peers. This dissertation on the complex problem of practice investigates secondary education teachers' perceptions of students with disabilities and their ability to be included in the general education classroom. The purpose of this research is to develop a professional development framework to enhance inclusive practices. Students with disabilities nationwide are increasingly taught in the general education classroom in order to provide them access to their least restrictive environment and instruction of the general education curriculum. The beliefs held by teachers about students with disabilities and their inclusion in the general education classroom is one key variable to the successful inclusion as measured by student outcomes. To provide necessary support, it is imperative to understand teachers' attitude towards students with disabilities and their inclusion in the general education classroom. Based on the survey results and relevant research, the professional development framework to enhance inclusive practices was developed and will focus on three elements: (a) school culture and understanding of inclusion, (b) effective inclusive teaching strategies, and (c) collaboration models and techniques. The goal of the professional development framework is for administrators and other school leaders to provide appropriate learning opportunities for teachers to enhance their understanding of inclusion and to provide them strategies and techniques to improve student outcomes in an effort to close the achievement gap between students with and without disabilities.
Show less - Date Issued
- 2015
- Identifier
- CFE0006368, ucf:51495
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006368
- Title
- Individual Differences in Trust Toward Robotic Assistants.
- Creator
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Sanders, Tracy, Hancock, Peter, Mouloua, Mustapha, Szalma, James, Behal, Aman, University of Central Florida
- Abstract / Description
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This work on trust in human-robot interaction describes a series of three experiments from which a series of predictive models are developed. Previous work in trust and robotics has examined HRI components related to robots extensively, but there has been little research to quantify the influence of individual differences in trust on HRI. The present work seeks to fill that void by measuring individual differences across a variety of conditions, including differences in robot characteristics...
Show moreThis work on trust in human-robot interaction describes a series of three experiments from which a series of predictive models are developed. Previous work in trust and robotics has examined HRI components related to robots extensively, but there has been little research to quantify the influence of individual differences in trust on HRI. The present work seeks to fill that void by measuring individual differences across a variety of conditions, including differences in robot characteristics and environments. The models produced indicate that the main individual factors predicting trust in robotics include pre-existing attitudes towards robots, interpersonal trust, and personality traits.
Show less - Date Issued
- 2016
- Identifier
- CFE0006843, ucf:51776
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006843