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Title: THE EFFECTS OF LOOPING ON STUDENT ACHIEVEMENT AND SELF-EFFICACY OF EXCEPTIONAL EDUCATION STUDENTS.
Creator: Thomas, Marybeth, Ezell, Dan, University of Central Florida
Abstract / Description: The focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the...
Show moreThe focus of the current study was to examine the effects of looping on academic achievement and self-efficacy for Exceptional Student Education (ESE) students. The basic design of this study was causal comparative, or ex post facto, because the researcher was seeking to identify a difference in achievement based on developmental scale scores between the two groups of looping and non-looping students with ESE classifications. A retrospective causal comparative study was chosen because the researcher began with a potential cause, looping, and studied the potential effects on achievement and self efficacy. The hypotheses were that the experimental group would outperform the control group on student achievement measures in reading and math as a result of participation in the looping classroom. In addition, it was hypothesized that the experimental group would outperform the control group on measures of self-efficacy and that there would be a correlation between reading and math developmental scale scores and self-efficacy scores. Results indicated no statistically significant difference between the experimental and control groups on measures of achievement in reading and math. Additionally, no statistically significant difference was found between the groups on measures of self-efficacy. However, moderate and statistically significant relationships were found between self-efficacy scores and reading and math development, respectively. The findings of this study indicate further research may be warranted to explore the benefits of looping in providing a more positive environment for students' emotional growth.
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Date Issued: 2005
Identifier: CFE0000773, ucf:46561
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000773

Title: AN INVESTIGATION OF THE EFFECTIVENESS OF COMPUTER-ASSISTED BIOFEEDBACK FOR STUDENTS DIAGNOSED AS HAVING AUTISM SPECTRUM DISORDER: THE RELATIONSHIP BETWEEN THE USE OF COMPUTER-ASSISTED BIOFEEDBACK AND ON-TASK BEHAVIOR.
Creator: Aguinaga, Nancy, Cross, Lee, University of Central Florida
Abstract / Description: Using a single-subject multiple baseline design across participants, this study examined the impact of computer-assisted biofeedback to promote engagement of students diagnosed as having autism spectrum disorder. The study was conducted in a public school classroom setting. Specifically the on-task behavior during an individualized academic activity was investigated. Three 9-10 year old children participated in the study. In the baseline phase, data was collected on speed to engagement and...
Show moreUsing a single-subject multiple baseline design across participants, this study examined the impact of computer-assisted biofeedback to promote engagement of students diagnosed as having autism spectrum disorder. The study was conducted in a public school classroom setting. Specifically the on-task behavior during an individualized academic activity was investigated. Three 9-10 year old children participated in the study. In the baseline phase, data was collected on speed to engagement and percentage of time on-task during an academic activity. A 15-second momentary time sampling procedure was used for a 5 minute session each day of the week for a five week period to measure the participant's engagement. In the intervention phase, the participants completed a three to four minute computer-assisted biofeedback session prior to the academic activity and collection of data on engagement. In addition, data were collected on performance level of the academic activity. Data were also collected on educator and parent perception of generalization of self-regulation of behavior. The data suggest: (a) speed to engagement increased when using a computer-assisted biofeedback program for all participants; (b) time on-task improved over baseline conditions for all participants; (c) academic achievement was impacted by computer-assisted biofeedback for one participant; and (d) educators perceived a generalization of self-regulation of behavior, while parents did not indicate any generalization of self-regulation of behavior occurred in the home environment.
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Date Issued: 2006
Identifier: CFE0001260, ucf:46888
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001260

Title: ACADEMIC INTERVENTIONS FOR SUCCESSFUL INCLUSION OF STUDENTS WITH MILD TO MODERATE EMOTIONAL/BEHAVIORAL DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A SYSTEMATIC REVIEW OF LITERATURE.
Creator: Gischel, Carolynne, Boote, David, University of Central Florida
Abstract / Description: Students with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic...
Show moreStudents with emotional and behavioral disorders (EBD) have traditionally been educated in self-contained special education settings. Recent legislative changes such as the No Child Left Behind (NCLB) Act of 2001 and the Individuals with Disabilities Education Act (IDEA) 2004 have led to increased inclusion of students with EBD in general education classrooms. Because of these changes, general educators need to know which research-based interventions are effective in improving academic performance with these students. This systematic review examined the literature to identify research-based effective interventions for students with EBD served in general education settings. Studies included in this review had to meet the following criteria: research sample includes students identified with EBD as their primary disability who are being educated full time in general education settings; description of intervention and implementation are thorough enough to allow replication; documented relationship between intervention and academic performance is clearly established; and data documenting intervention effect is provided. The focus of interventions for students with EBD is too often only on controlling behavior, whereas this review focused on improving academics. Studies not meeting these criteria were excluded from the review. These inclusion and exclusion criteria were necessary to identify studies relevant to current practice of inclusion, as well as to provide information to educators on interventions having an effect on academic performance. Five studies met all inclusion criteria. Effective interventions included: writing instruction, discovery teaching, teacher modeling, cross-age tutoring, and guided notes. Nineteen studies met all inclusion criteria except setting, with intervention and data collection performed in self-contained special education classrooms. These studies suggest that peer-tutoring and self-management interventions may also be effective if introduced into general education classrooms. The study concludes by suggesting specific methodological criteria needed for future research in this area.
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Date Issued: 2008
Identifier: CFE0002196, ucf:47914
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002196

Title: UCANFNSH: A VIRTUAL LEARNING ENVIRONMENT CREATED TO ENGAGE AND INSPIRE SELF-DETERMINATION IN MIDDLE SCHOOL STUDENTS WITH LEARNING DISABILITIES.
Creator: Rosenblatt, Kara, Cross, Lee, University of Central Florida
Abstract / Description: This study explored the efficacy of using a virtual college campus to teach self-determination skills to middle school students with learning disabilities. Teaching self-determination skills is considered best practice for students with disabilities as they transition into adulthood. Three measures, a self-determination knowledge measurement scale, a behavior rubric, and 15 multiple choice questions measured self-determination knowledge and skill application ability with 71 middle school...
Show moreThis study explored the efficacy of using a virtual college campus to teach self-determination skills to middle school students with learning disabilities. Teaching self-determination skills is considered best practice for students with disabilities as they transition into adulthood. Three measures, a self-determination knowledge measurement scale, a behavior rubric, and 15 multiple choice questions measured self-determination knowledge and skill application ability with 71 middle school students with learning disabilities. The measures were used to determine whether the students who learned about self-determination skills in the virtual college setting during one training session displayed more knowledge and application of these skills than students who learned about and applied these skills in the natural setting. Empirical data revealed that overall, students made significant gains in their capacity to be self-determined in both natural and virtual settings. Students who participated in self-determination skills training in the virtual college setting displayed significantly more self-determination skills knowledge than the two control groups. Anecdotal evidence suggested that the students who learned in the virtual learning environment were also able to generalize these skills to both home and school settings after only one training session. Recommendations were made for future studies utilizing virtual learning environments to teach students with disabilities self-determination skills and increasing the use of digital media in teacher preparation programs.
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Date Issued: 2009
Identifier: CFE0002829, ucf:48083
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002829

Title: CO-TEACHING: USING VIDEO TO IDENTIFY CURRENT PRACTICES AND PROMOTE TEACHER DISCUSSION IN MIDDLE SCHOOL MATHEMATICS CLASSROOMS.
Creator: Davis, Kimberly, Dieker, Lisa, University of Central Florida
Abstract / Description: ABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co...
Show moreABSTRACT This study explored the co-teaching practices occurring within four middle school mathematics classrooms and the influence of video discussions on each co-teaching team. The study took place within three middle schools in central Florida. The study provides a clear picture of the current status of middle school co-taught mathematics classrooms. The research results were inconclusive in that the key components of co-teaching were not observed (co-planning, co-instructing and co-assessing) and the findings were similar to past co-teaching research indicating mixed results. Overall, concerns that emerged from the study were a lack of heterogeneous classrooms, clarity for the role of the special educator, inquiry-based based instruction, and individualization for behavioral and instructional needs. Encouraging findings were that teachers were willing to communicate to create richer content, instruction and assessment. In addition, one team showed overall growth and promise related to effective practices. From triangulation of the data teams were growing in the areas of communicating with each other, clarifying roles, building teacher relationships, and discussing student achievement. The hope for effective co-teaching lies in teams being given time to plan, dual preparation, and co-professional development to more effectively meet the needs of low achieving students and students with disabilities in mathematics classrooms. The findings from this study implicate that for co-teaching to be successful teachers need heterogeneous classrooms with both teachers having strong content knowledge, yet with clarity that the special educator's role is to provide individualized strategies for behavior and instruction while the general educator's role is to lead the content instruction. When this level of co-teaching emerges, perhaps further research will not be necessary.
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Date Issued: 2008
Identifier: CFE0002294, ucf:47863
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002294

Title: An Examination of the Impact of Student Characteristics and Teacher Experience and Preparation Program Attended on Student Achievement in a Small School District.
Creator: Oneal, Michael, Hines, Rebecca, Hahs-Vaughn, Debbie, Cross, Lee, Reyes-Macpherson, Maria, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: Demonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added...
Show moreDemonstrating a direct link between teacher education programs and student growth is, to say the least, complex. Yet, using value-added systems as a means of holding teacher preparation programs accountable for the effectiveness of their graduates is a growing trend. However, few quantitative studies linking TPPs with the effectiveness of their graduates exist. The availability of student test scores linked to specific teachers in administrative databases makes it possible to use value-added modeling to obtain estimates of teacher effects. Only recently have researchers tapped into this expanding volume of data in an attempt to examine Teacher Preparation Programs as variables of student achievement. This study uses methodologies developed in the early stages of the Value-Added Teacher Preparation Program Assessment Model developed in Louisiana in 2006 as a guide. Using the HLM 7.0 software package, a statistical model was developed to determine if it were feasible to conduct an analysis using data from a single small school district and whether the results of such an analysis showed an impact of student characteristics and teacher experience and preparation program on student outcomes in mathematics.
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Date Issued: 2013
Identifier: CFE0004904, ucf:49678
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004904

Title: An Examination of Inclusive Practices for Junior Secondary Students with Learning Disabilities in Gaborone, Botswana.
Creator: Mrstik, Samantha, Dieker, Lisa, Lue, Martha, Pearl, Cynthia, Biraimah, Karen, University of Central Florida
Abstract / Description: The country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period....
Show moreThe country of Botswana has passed laws to support the human rights of their citizens. In accordance with the UN's guidelines, Botswana's human rights initiatives, and the international movement towards inclusive education, inclusive educational reform is taking place. In this ethnographic study, the researcher has examined the inclusive practices currently in place to support junior secondary students with learning disabilities (LD) in Gaborone, Botswana over a four-month period. Participants included administrators, general and special education teachers, and students with LD. The themes of routine, academic activities, classroom life, and accommodations for students with LD emerged upon analysis and are discussed in detail. In addition, the themes of school culture, policy implementation, and dissemination emerged from interviews and observations of teachers and administrators and are discussed in detail. Implications for practice and recommendations are provided, based upon the current status in this one school observed, for consideration of further supports for junior secondary students with LD in Botswana.
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Date Issued: 2017
Identifier: CFE0006770, ucf:51841
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006770

Title: THE EFFECT OF PREWRITING STRATEGY INSTRUCTION ON THE WRITTEN PRODUCTS OF HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
Creator: Sundeen, Todd, Wienke, Wilfred, University of Central Florida
Abstract / Description: ABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning...
Show moreABSTRACT We know that many students with learning disabilities struggle throughout their school years with the writing process. High school is no exception. Writing is a life skill that can directly impact the quality of life for older students preparing to graduate and progress to college, a career, or simply the world of work. A need in society exists to improve the writing of all students including those who are on the threshold of high school graduation. Students with learning disabilities enter their ninth year of school with a performance gap of 4 to 5 years placing their equivalent learning in the late elementary years. Few studies however have investigated the impact of explicit written expression strategy instruction for students with mild disabilities in high school. Thus, expanding the knowledge base for this group of students becomes especially critical. The present study examines the effects of explicitly teaching a writing strategy to high school students with learning disabilities. A multiple baseline design across subjects was used to observe changes in student writing. A total of 11 students in three subject groups participated in the study. Eleventh grade students in three learning strategies classes were pretested to determine the level of their organizational skills for written products. Scoring criteria were described to students using a written expression rubric to provide them with the specific expectations for their daily writing. Mind-mapping, an organizational strategy for writing, was explicitly taught to each of three classes during their daily learning strategy period. Data were collected relative to the students' rubric scores and visually inspected for changes in writing performance before, during, and following the strategy instruction. Pre- and post-tests were administered to the student groups. Following data collection and the post-test, interviews were conducted with the teacher and each of the participants. Findings indicate that the mind-mapping intervention had limited success in improving students' written products when measured by the multiple baseline across subjects design. Pre- and post-test data, however, show that writing quality certainly did improve. The participants' teacher specifically noted during her interview that, in her perception, improvements in student writing as a result of using the mind-mapping strategy did occur. The teacher also felt strongly enough about the efficacy of the mind-mapping intervention that she plans to teach the strategy to her future students. Most of the students reported during their interviews that they felt that learning mind-mapping helped them to become better writers. The vast majority of students also stated that they planned to use the strategy for tests and writing assignments.
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Date Issued: 2007
Identifier: CFE0001788, ucf:47263
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001788

Title: ROLES AND INTERACTIONS OF GENERAL AND SPECIAL EDUCATION TEACHERS IN SECONDARY CO-TAUGHT TEAMS.
Creator: Moorehead, Tanya, Dieker, Lisa, University of Central Florida
Abstract / Description: This study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÃ‚Â' roles in solo-taught and co-taught classrooms and special educatorsÃ&...
Show moreThis study focused on identifying the components that contribute to instructional delivery in co-taught secondary classrooms in hopes of enhancing the understanding in the field of co-teaching in various secondary content areas. Employing a non-experimental mixed method research design, the study integrated qualitative and quantitative methods to gain insight into general education teachersÃ‚Â' roles in solo-taught and co-taught classrooms and special educatorsÃ‚Â' roles in co-taught classrooms. Instrumentation included the use of the Teacher Roles Observation Schedule (TROS), the Colorado Assessment of Co-Teaching (CO-ACT), interview questions, and field notes. The quantitative portion of the study consisted of event recordings of teacher interactions (TROS), co-teacher perception rating scale scores (CO-ACT), and class seating charts to monitor the occurrence of one-on-one interactions with students in both settings. The qualitative portion of the research study consisted of the researcher gathering ongoing field notes and teacher interviews. The researcher sought to identify the interaction behaviors of secondary co-teaching teams. The most and least successful co-teaching teams were identified based on the findings. The findings indicate teacher preparation programs need to prepare all teachers to first consider the diverse learning needs of all students and second, to effectively collaborate in inclusive settings. Special education preparation programs need to include more secondary content teaching courses. Likewise, general education preparation programs need to prepare future secondary general educators to differentiate instruction to meet the needs of students with disabilities. In addition to improvements in teacher preparation programs, school leaders need to provide ongoing support for co-teachers via planning time and professional development, so they can maximize the collaborative potential embedded within the co-teaching model.
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Date Issued: 2010
Identifier: CFE0003318, ucf:48496
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003318

Title: Perceptions of Secondary Education Teachers Working in an Inclusive Setting.
Creator: Pacha, Destiny, Hopp, Carolyn, Reyes, Maria, Vitale, Thomas, Pratt Marrett, Caroline, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2015
Identifier: CFE0006368, ucf:51495
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006368

Title: A Phenomenological Study of High School Assistant Principals who Supervise Special Education.
Creator: 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.
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Date Issued: 2019
Identifier: CFE0007739, ucf:52452
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007739

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: Rodriguez, Jacqueline, Dieker, Lisa, Wienke, Wilfred, Little, Mary, Keller, Clayton, Hynes, Michael, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2013
Identifier: CFE0004923, ucf:49600
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004923

Title: AN INVESTIGATION INTO THE APPARENT OVER-REPRESENTATION OF BLACKS IN EDUCABLE MENTALLY HANDICAPPED PROGRAMS IN K-12 SCHOOLS WITHIN THE 67 FLORIDA PUBLIC SCHOOL DISTRICTS.
Creator: Thomson, Arlene H., Murray, Barbara, University of Central Florida
Abstract / Description: Placement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions...
Show morePlacement into educable mentally handicapped (EMH) programs is necessary for some students in order to allow them the opportunity to receive an education appropriate for their special needs. Nonetheless, identification as EMH is often perceived as negative and demeaning. Decades of research have substantiated the over-representation of black students into certain categories of special education, including EMH, in comparison to white and Hispanic students. This disparity has raised questions within schools, academe and research communities, and legislative and governing bodies as to the causes, compelling factors, and related variables impacting the phenomenon. This study investigated the apparent over-representation of blacks identified as EMH in the 67 public school districts in Florida in 2001-2002. It also analyzed the effects certain school district characteristics had on the identification of white, black, and Hispanic students as EMH. Analysis of data derived from the Florida Department of Education database for school year 2001-2002 led to the following findings: (1) there was over-representation of blacks in EMH within the 67 public school districts in Florida, since results showed that blacks were identified as EMH 2.5 times more often than whites and Hispanics; (2) socioeconomic status of school districts had a significant effect on the identification of black students as EMH,for example, when the school district was identified as a high socioeconomic status district, there was a greater likelihood that a larger proportion of black students would be identified as EMH; (3) as the wealth of school districts rose, there was a significant likelihood that the proportion of black students identified as EMH would also rise; (4) black students had a greater likelihood of being identified as EMH in suburban school districts; (5) blacks were over-identified in school districts that had 60,000 to 89,000 students; (6) when there was a high percentage of white, full-time, non-instructional staff (80% or more) in school districts, blacks had a greater likelihood of being over-identified as EMH; (7) blacks were three times more likely to be identified as EMH regardless of the type of degrees teachers had; and, (8) as district expenditure per student (FTE) increased, the tendency for over-identification of blacks as EMH decreased. For every variable analyzed, the proportion of black students identified as EMH was significant when compared to the proportions of white and Hispanic students also identified as EMH.
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Date Issued: 2004
Identifier: CFE0000004, ucf:46121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000004

Title: TEACHING CHARACTERISTICS AND PRACTICES WHICH AFFECT LANGUAGE AND LITERACY DEVELOPMENT FOR STUDENTS WITH COMPLEX COMMUNICATION NEEDS.
Creator: King, Laura, Cross, Lee, University of Central Florida
Abstract / Description: This study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large...
Show moreThis study examined teacher characteristics and practices identified as effective through current research for teaching students with complex communication needs. For this population, communication issues are more complex than those typically encountered in other settings. Specifically, the researcher asked: what are the desired characteristics and practices for this population, and are the desired characteristics and practices present in current settings? Working with six teachers in a large urban school district, this study utilized a multiple case study design. Criteria for participation included the teacher as the primary reading/language arts instructor for a student who used an augmentative and alternative communication system (AAC). This study builds on prior research and fills a gap in current research through a focus on the teacher. This study was conducted through three phases: a survey of teacher characteristics, observations of teacher practices, and a semi-structured interview. Four instruments were utilized to ensure validity. Results suggest that teachers for this population require knowledge on language and literacy specific to the non-verbal child. AAC training is critical in regard to programming and navigation. The use of other technology supports which offer auditory, visual, and access options are essential. Strong collaborative teams (school and district) are also important. However, one of the most significant findings documents that success may lie with the teacher's 'choice' to embrace challenges with this population. This issue of 'choice' questions the teacher's willingness (personally or professionally) to accept this commitment. This finding also questions the degree to which teachers are willing to pursue opportunities. Recommendations include the need for: training (teachers and paraprofessionals), pursuit of opportunities for supports, addressing parent issues, a district-based liaison between home and school, and to examine issues which prevent the recommended instructional time (90 minutes of reading instruction plus 45 minutes of supplemental instruction). Conclusions indicated that participants ranged from effective to ineffective. The identification of 'highly qualified' teachers through level of education and amount of experience did not correlate with participants' level of effectiveness. Given the limited research available, this study addresses a need in the field and lays the foundation for future research with this population.
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Date Issued: 2006
Identifier: CFE0001257, ucf:46921
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001257

Title: AN INVESTIGATION OF THE PROFICIENCY LEVEL OF HIGH SCHOOL STUDENTS WITH AUTISM AND MENTAL RETARDATION WITHIN COMMUNITY-BASED JOB SETTINGS: THE RELATIONSHIP BETWEEN THE USE OF A HAND-HELD COMPUTER COMPARED TO STAFF MODELING FOR ACCURATE NOVEL JOB SKILL ACQUISITION AND STUDENT LEARNING.
Creator: Spence-Cochran, Kimberly Genevieve, Ezell and Lee Cross, Dan, University of Central Florida
Abstract / Description: This study examined the effects and efficacy of two vocational instructional interventions - a Hand-Held Computer intervention versus a Staff Model intervention - as vocational instructional tools for high school students with autism and mental retardation. Specifically, the study analyzed the effects of these two treatments on the completion of authentic novel job tasks within a local department store. This research indicated the provision of specific technology as an instructional model...
Show moreThis study examined the effects and efficacy of two vocational instructional interventions - a Hand-Held Computer intervention versus a Staff Model intervention - as vocational instructional tools for high school students with autism and mental retardation. Specifically, the study analyzed the effects of these two treatments on the completion of authentic novel job tasks within a local department store. This research indicated the provision of specific technology as an instructional model positively influenced participants' ability to: accurately complete tasks, exercise increased independence during task completion, reduce problematic behavior during task completion, and lower necessary staff prompts during task completion.The use of technology to support individuals with severe disabilities has the potential to increase their level of independence and accuracy of job completion within community-based settings. Five high school students with autism and mental retardation participated in this study, which compared the use of a palm-top computer with a traditional staff model during the completion of eighteen novel job tasks within various departments of a large department store. Five of eight variables subjected to ANOVA and independent t-test analyses demonstrated significance.
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Date Issued: 2004
Identifier: CFE0000104, ucf:46180
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000104

Title: HIGHLY QUALIFIED SECONDARY SPECIAL EDUCATION CO-TEACHIER DEFINITIONS AMONG THE FIFTY STATES.
Creator: Sena, Leslie, Hines, Rebecca, University of Central Florida
Abstract / Description: Rationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education...
Show moreRationale for this research was based on recent legislative requirements that all teachers must meet the No Child Left Behind of 2001 and Individuals with Disabilities Improvement Act of 2004 highly qualified requirements by the end of the 2005-2006 school year. The purpose of the study was to determine the extent to which state Department of Education officials representing the 50 states addressed the issue of NCLB of 2001 highly qualified personnel provisions for secondary special education co-teachers. Information for this study was represented by online documents that were retrieved from DOE websites across the United States. Findings suggested that information provided in online documents from state DOE websites that represented the 50 states included a variety of options for special education co-teachers who were required to demonstrate core subject provisions. This study presented five themes regarding the definitions of special education co-teachers. Results in this study showed that depending upon the theme of co-teaching definition cited in online documents a range of six highly qualified options were provided. The information in this study was intended to describe current state policies and aid researchers in the review of the status of secondary special education co-teachers, analysis of current policies, and development on new policies.
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Date Issued: 2006
Identifier: CFE0001165, ucf:46876
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001165

Title: The Role of Teacher Perceptions of Response to Intervention, Racial/Ethnic Attitudes, and Self-Efficacy in Special Education Referral Decisions.
Creator: Cash, Kristine, Gill, Michele, Edwards, Oliver, Clark, M. H., Sims, Valerie, University of Central Florida
Abstract / Description: This study is an exploration of the aspects related to the disproportionate representation of minority students in special education. The investigation specifically focused on the relationship between teacher perceptions of Response to Intervention (RTI), teacher racial attitudes, and teacher self-efficacy with respect to their special education referral decisions. Teachers assigned to grades K-5 (n=51), from three Florida public school districts, completed an online survey. The survey...
Show moreThis study is an exploration of the aspects related to the disproportionate representation of minority students in special education. The investigation specifically focused on the relationship between teacher perceptions of Response to Intervention (RTI), teacher racial attitudes, and teacher self-efficacy with respect to their special education referral decisions. Teachers assigned to grades K-5 (n=51), from three Florida public school districts, completed an online survey. The survey included reading four vignettes each describing a fictitious 3rd grade, male, Black/African American student and rating the severity of the academic concern, the severity of the behavior concern, and the likelihood that they would refer the student for a special education evaluation. Participants also completed a revised RTI Survey, the Color-Blind Racial Attitudes Scale (CoBRAS), and the Teachers' Sense of Efficacy Scale (TSES). Spearman's correlation coefficients were calculated as well as an ordinal logistic regression. A statistically significant relationship was found between the Unawareness of Institutional Discrimination subscale score of the CoBRAS and the behavior concern for a student described as having mild behavior and academic concerns. A statistically significant relationship was found between the rating of the behavior concern and the Efficacy in Student Engagement and Efficacy in Classroom Management subscale scores on the TSES for the vignette describing a student with a severe reading concern and a mild behavior concern. The teachers' perceptions of RTI, racial attitudes, and sense of efficacy did not appear to have a statistically significant impact on their rating of the likelihood of referral for any of the students described in the vignettes.
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Date Issued: 2019
Identifier: CFE0007608, ucf:52545
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007608

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.
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Date Issued: 2011
Identifier: CFE0004127, ucf:49121
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004127

Title: Inclusion: A Question of Practice, Stance, Values and Culture.
Creator: Sellers, June, Martin, Suzanne, Little, Mary, Hewitt, Randall, Bernier, Christopher, University of Central Florida
Abstract / Description: Exclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of...
Show moreExclusionary practices based on a deficit perspective of disability are not supported by law and are inconsistent with the rigorous standards for teaching, learning, and accountability in our public schools. Moreover, consequences of failed change will continue to have significant negative effects on the performance of educational organizations. The purpose of this mixed-methods phenomenological research (MMPR) study was to explore the lived experience of teachers who identify as champions of inclusion, including their views, perceptions and appraisal of the status of inclusion in a large urban school system. The research questions were designed to generate insight and recommendations for establishing norms, values, practices and policies that might mitigate teacher resistance to inclusion, support and reinforce inclusive culture, and position the organization (school district) itself as a facilitator of implementation and agent of change in cultivating positive attitudes and beliefs about inclusion as a social justice imperative in the public schools. The lived experiences of teachers who have this distinct perspective and insight into the phenomenon of inclusion were explored through focus group sessions and individual interviews. The results of the study suggest that (1) organizations can build and strengthen a culture of inclusion by identifying individuals who demonstrate a commitment and competency for supporting inclusion, by supporting them as they promote change through coaching, educating, networking and mentoring efforts and embed and reinforce inclusive values throughout the system; and (2) educational organizations must be responsive to norms, values, practices and policies that both support and work against inclusive organizational culture. The findings suggest that this type of research may be of value to organizations in identifying contextual factors which either facilitate or inhibit inclusive education and therefore either advance or diminish educational outcomes for students with disabilities.
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Date Issued: 2016
Identifier: CFE0006180, ucf:51339
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006180

Title: INVESTIGATION OF THE IMPACT OF VIDEO-BASED ANCHORED INSTRUCTION ON THE IMPLEMENTATION OF INCLUSIVE PRACTICES BY STUDENTS WITH LEARNING DISABILITIES.
Creator: O'Brien, Christopher, Dieker, Lisa, University of Central Florida
Abstract / Description: For several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning...
Show moreFor several years emerging trends in special education services have favored inclusion for students with disabilities. Concurrent to this evolution of philosophy in special education has been the advent of what could be considered inclusive instructional practices--those methods that aid in the successful inclusion of students with disabilities. These inclusive practices include co-teaching, cooperative learning, peer-mediated instruction, positive behavioral support, embedded learning strategies, and content-enhancements (Ehren, Lenz, & Deshler, 2005; King-Sears, 1997). As inclusive placements become an increasingly common standard of practice, particularly for students with learning disabilities, the need to assist general educators in establishing inclusive classrooms becomes a major priority. It is logical then to prioritize the propagation of inclusive practices in general education classrooms--practices that would take into account the natural diversity of student populations likely to be present in American classrooms. Cooperative learning, in the form of Literature Circles, is offered in this study as a highly effective method for laying the groundwork for inclusion. This study, rooted in the theory of anchored instruction, attempted to address the need for incorporating inclusive practices by investigating the potential for students with learning disabilities to implement Literature Circles by viewing video models. This research evaluated the impact of video models on three levels--the extent to which the video models improve the ability for students with learning disabilities to a) learn the foundational information and rationale of a strategy, b) implement the strategy effectively, and c) improve academic outcomes by implementing the strategy. Finally, an attempt was made to further probe student perception of learning a strategy from a video model through focus group interviews. Data was collected using a quasi-experimental design. Forty-nine classrooms were randomly assigned to video-based and traditional treatments. Students attempted to implement Literature Circles in their middle school social studies classes. Following data collection, quantitative statistical analysis was completed using Multivariate Analysis of Variance (MANOVA) to examine group differences in knowledge of the essential elements of the strategy, implementation of the strategy, and content achievement. Qualitative analysis of student focus group responses was completed by scrutinizing transcripts for general themes (Erickson, 1986). This study made a connection between lines of research on video-based anchored instruction for students with learning disabilities and video-anchors in teacher preparation. The full sample of 196 students, including 43 students with learning disabilities, demonstrated significantly more effective implementation of Literature Circles. Students in the video model focus group indicated that they benefited from the explicit, positive peer models demonstrated in the video. The continued proliferation of visual images in the form of video-based models represents a positive step toward increasing available resources to students and teachers and ultimately improving outcomes for students with learning disabilities.
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Date Issued: 2006
Identifier: CFE0001215, ucf:46947
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001215

special education (29)	+ -
Special Education (12)	+ -
inclusion (10)	+ -
students with disabilities (8)	+ -
learning disabilities (4)	+ -

Inclusion (3)	+ -
disabilities (3)	+ -
mathematics (3)	+ -
secondary education (3)	+ -
Co-teaching (2)	+ -
Educational Leadership (2)	+ -
Roles (2)	+ -
Secondary Education (2)	+ -
Special education (2)	+ -
Students with Disabilities (2)	+ -
autism (2)	+ -
co-teaching (2)	+ -
education (2)	+ -
elementary (2)	+ -
elementary education (2)	+ -
exceptional education (2)	+ -
general education (2)	+ -
graphic organizers (2)	+ -
inclusive practices (2)	+ -
leadership (2)	+ -
professional development (2)	+ -
school psychology (2)	+ -
teacher preparation (2)	+ -
AAC (1)	+ -
ADHD (1)	+ -

ETD Collection (45)	+ -
Honors Collection (1)	+ -

University of Central Florida (46)	+ -
Martin, Suzanne (11)	+ -
Dieker, Lisa (9)	+ -
Little, Mary (8)	+ -
Cross, Lee (7)	+ -

Boote, David (6)	+ -
Murray, Barbara (4)	+ -
Hines, Rebecca (3)	+ -
Vitale, Thomas (3)	+ -
Biraimah, Karen (2)	+ -
Doherty, Walter (2)	+ -
Hopp, Carolyn (2)	+ -
Lue, Martha (2)	+ -
Pearl, Cynthia (2)	+ -
Pratt Marrett, Caroline (2)	+ -
Reyes, Maria (2)	+ -
Steinke, Kimberly (2)	+ -
Vasquez, Eleazar (2)	+ -
Wienke, Wilfred (2)	+ -
Aguinaga, Nancy (1)	+ -
Amayo, Jeanette (1)	+ -
Baldwin, Lee (1)	+ -
Batchelder, Heather (1)	+ -
Bedesem, Pena (1)	+ -
Bell, Alicia (1)	+ -
Bernier, Christopher (1)	+ -
Berrio, Gabriel (1)	+ -
Bozeman, William (1)	+ -
Bugden, Lisa (1)	+ -
Butler, S. Kent (1)	+ -

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