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Title: AN ANALYSIS AND COMPARISON OF SCHOOL CULTURE WITH ACADEMIC ACHIEVEMENT OF MIDDLE SCHOOL STUDENTS WITH SPECIFIC LEARNING DISABILITIES.
Creator: Quiambao, Joan, Magann, Douglas, University of Central Florida
Abstract / Description: This study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict...
Show moreThis study was developed to generate data about the overall culture of selected central Florida middle schools in Osceola County. It was designed to enhance the existing body of knowledge on collaboration, collegiality and self-efficacy, as related to the academic achievement of students with specific learning disabilities. This study focused on two research questions: (a) to determine how well the three key areas of school culture (collaboration, collegiality and teacher efficacy) predict the placement of middle school students with specific learning disabilities in general education or special education (resource and separate class)settings and (b) to determine what relationships (if any) exist between the three key areas of school culture (collaboration, collegiality and teacher efficacy) and FCAT Reading and Mathematics scores of middle school students with specific learning disabilities. Secondary analyses consisted of (a) analyzing and comparing the three areas of school culture across the selected schools and (b) analyzing and comparing FCAT Reading and Mathematics scores of middle school students with learning disabilities across general education, resource and separate class educational settings. The population of this study consisted of seventh and eighth grade middle school students with specific learning disabilities during the 2003 - 2004 school year in the selected middle schools in Osceola County Public Schools, Kissimmee, Florida. To control for the high mobility rate, only those students who attended the same middle school since grade 6 were selected. Twenty-five general education and five exceptional education teachers were randomly selected from each of the four selected middle schools. FCAT Reading comprehension and Mathematics problem solving percentile rank scores for all selected students with specific learning disabilities over a four-year period (2001 through 2004). According to a review of professional literature research findings, the researcher concluded that (a) none of the three key areas of school culture (collaboration, collegilaity or teacher efficacy) predicted the placement of middle school students with specific learning disabilities in general education or special education (resource or separate class) educational settings and (b) there were no relationships between any of the three key areas of school culture and FCAT Reading and Mathematics scores for middle school students with specific learning disabilities in the sample population. Secondary analyses revealed (a) strong overall cultures in the selected middle schools, as overall culture scores in collaboration, collegiality and teacher efficacy ranged from the mid 2nd quartile to mid 3rd quartile; (b) statistically significant differences between Reading and Mathematics FCAT scores for students in general education as opposed to those in resource or separate class placements. (No statistically significant differences were found between FCAT Reading and Mathematics scores of students in resource room or separate class placements.)
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Date Issued: 2004
Identifier: CFE0000194, ucf:46154
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000194

Title: AN INVESTIGATION OF THE EFFECTS OF USING HANDHELDS TO INCREASECOMPUTATIONAL SPEED BY ENHANCING WORKING MEMORY FORSECONDARY STUDENTS WITH LEARNING DISABILITIES.
Creator: Kinney, Marcey, Hines, Rebecca, University of Central Florida
Abstract / Description: Using a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was...
Show moreUsing a single subject research design, the effects of computer based brain training were examined to determine if computational fluency increased after completing the brain training activities. The study took place in a large public high school. Participants were students with learning disabilities who were also below level in mathematics. During the baseline phase, all participants completed a timed math probe daily for 1 week. Because the timed math probes were timed, the researcher was looking for an average gain for each student. During week two students completed the brain age activities daily, prior to completing the math probe. Average gains for each student continued to be recorded. During week three the Brain Age activities were withdrawn and students continued to complete the timed math probes. During week four, the Brain Age activities were reinstated and data collection continued as the students completed the timed math probes. The data was analyzed visually, and the split middle technique was applied to determine a predicted slope of the data, followed by a binomial test to determine if there was a significant difference from baseline to intervention. The results of the current research have demonstrated that while computerized brain training may be effective for some students, the results are varied. While significant gains in computational speed and accuracy were noted for all participants during at least two of the phases, significant differences were only observed for one participant across all four phases.
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Date Issued: 2008
Identifier: CFE0002317, ucf:47869
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002317

Title: Improving Instructional Strategies in Higher Education for Students with a Learning Disability in a General Education Science Course.
Creator: Ogle, Brian, Cox, Dr. Thomas, Vitale, Thomas, Campbell, Laurie, Chandler, Shelly, University of Central Florida
Abstract / Description: This Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants...
Show moreThis Dissertation in Practice employed a mixed-methods design to identify preferred instructional methods in a college level science course as well as the self-reported challenges to learning science in college by students with a learning disability. In addition, the relationships between preferred instructional strategies and learner characteristics such as declared major, and learning disability were examined. Qualitative and quantitative data was collected from a sample of 48 participants using an electronic survey. Additionally, eight participants participated in focus groups to collect in-depth qualitative data. All participants are current students enrolled full-time at Beacon College. Each participant completed a science college course and has a diagnosed learning disability. Analysis of the data demonstrated hands-on instruction guided by the instructor is the preferred method of learning and the use of traditional lecture and cooperative learning are self-reported as being least helpful to this student population to learn science. Findings from this study were provided to Beacon College to shape instruction in science courses as well as to shape recommendations for future research activities. Intentional design of instruction following the recommendations found in this study should assist in increasing student performance in college science courses as well as increase engagement to science as a process and field of study.
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Date Issued: 2017
Identifier: CFE0006772, ucf:51836
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006772

Title: Examining the Perspectives of Students with Learning Disabilities through their Lived Experiences.
Creator: Ehrli, Hannah, Martin, Suzanne, Lue, Martha, Marino, Matthew, Diaz, Anna, University of Central Florida
Abstract / Description: The purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth...
Show moreThe purpose of this study was to examine the perspectives of college students with learning disabilities through their lived experiences. Specifically, as they related to their high school learning experiences, their transition to higher education, and their continued academic and social support in higher education. The researcher gathered qualitative data to gain insight into the world of students with learning disabilities. The study consisted of a survey, focus group, and in-depth interviews. The data were reviewed in order to achieve a holistic picture of what the students' perceptions illustrate and to understand thematic commonalities from their lived experiences. The researcher hoped to shape possible effective instructional strategies and supports for students with learning disabilities in secondary and post-secondary educational experiences.
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Date Issued: 2015
Identifier: CFE0005791, ucf:50050
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005791

Title: AN INVESTIGATION OF THE EFFECTS OF USING DIGITAL FLASH CARDS TO INCREASE BIOLOGY VOCABULARY KNOWLEDGE IN HIGH SCHOOL STUDENTS WITH LEARNING DISABILITIES.
Creator: Grillo, Kelly, Dieker, Lisa, University of Central Florida
Abstract / Description: The field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to...
Show moreThe field of science education, specifically biology, is becoming more challenging due to richer and more rigorous content demands. Along with new demands is the emergence of National Common Core Standards and End of Course Exams. Despite these changes, one factor remains consistent: As content knowledge increases, language demands also increase. For students with learning disabilities (LD), specifically those with language-based disabilities, the increasing vocabulary demand can lead to failure due not to a lack of understanding biology but the vocabulary associated with the content. In an attempt to impact high school students with learning disabilities'success in biology, a vocabulary intervention was investigated. Research suggests as more and more content is compressed into science courses, teachers are looking toward technology to assist with vocabulary mastery. The current research study examined the effects of a digital flash card intervention, Study Stack, versus a paper flash card intervention in biology for students with LD by measuring students'word knowledge and overall biology course achievement. Findings from repeated measures ANOVA showed a statistically significant increase on both the vocabulary assessment as well as the course grades in biology over time. However, the test of between effects considering card type yielded no differential change on vocabulary assessment and course grades in biology. Based on qualitative data, students interviewed liked the tool and found it to be helpful in learning biology terminology.
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Date Issued: 2011
Identifier: CFE0003972, ucf:48662
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003972

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: THE EFFECTS OF A RATIO-BASED TEACHING SEQUENCE ON PERFORMANCE IN FRACTION EQUIVALENCY FOR STUDENTS WITH MATHEMATICS DISABILITIES.
Creator: Hunt, Jessica, Dieker, Lisa, University of Central Florida
Abstract / Description: This study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was...
Show moreThis study examined the effects of a ratio-based supplemental teaching sequence on third grade students' equivalent fraction performance as measured by a curriculum-based measure and a standardized test. Participants included students identified as being learning disabled in mathematics (MLD), struggling (SS), or typically achieving (TA). Nineteen students were assigned to the experimental group and 19 additional students formed the control group. The difference between the two groups was that the experimental group received the ratio-based teaching sequence. Both groups continued to receive textbook based instruction in fraction equivalency concepts in their regular mathematics classroom. Qualitative interviews were employed to further investigate the thinking of each of the three types of students in the study. Analysis of the data indicated that students in the experimental group outperformed the control group on both the curriculum-based measure and the standardized measure of fraction equivalency All students who participated in ratio-based instruction had a higher performance in fraction equivalency than those who did not. Performance on the CBM and the standardized measure of fraction equivalency improved significantly from pre to post test for students who struggled; their performance also transferred to standardized measures. Qualitative analysis revealed that a focal student with MLD, while improving his ability to think multiplicatively, had misconceptions about fractions as ratios that persisted even after the intervention was completed. Implications for instruction, teacher preparation, and future research are provided.
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Date Issued: 2011
Identifier: CFE0004003, ucf:49170
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004003

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: A Multiple Case Study Examining How Third-Grade Students Who Struggle in Mathematics Make Sense of Fraction Concepts.
Creator: Gault, Rebecca, Ortiz, Enrique, Dixon, Juli, Nickels, Megan, Little, Mary, University of Central Florida
Abstract / Description: A qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934...
Show moreA qualitative multiple case study was conducted to reveal the sense-making processes third-grade students who struggle in mathematics used to build an understanding of fraction concepts. Purposive sampling identified three participants who were struggling in a local school's third grade mathematics classes. This research describes how these participants made sense of fraction concepts through their strengths and struggles while engaged in 15 small-group intervention sessions. Vygotsky's (1934/1986/2012) theory that children's optimal learning is supported by teacher-student interactions was used as an interpretive framework. Tasks were developed over the course of the intervention sessions with consideration of a model developed by Lesh, Post, and Behr (1987) for connecting mathematical representations and the Common Core State Standards for Mathematics (National Governors Association Center for Best Practices (&) Council of Chief State School Officers, 2010). Data, including transcripts, tapes, and artifacts, were analyzed using two frameworks. These were Geary's (2003) classification of three subtypes of learning disabilities in mathematics and Anghileri's (2006) descriptions of social-constructivist scaffolding techniques. The first analysis resulted in a description of each participant's strengths and struggles, including alignment with Geary's subtypes, and how these strengths and struggles interacted with participant's construction of knowledge about fractions. The second analysis described episodes of learning that were supported by social-constructivist scaffolding techniques and revealed how participants made sense of fractions through their interactions with each other, the researcher, and intervention tasks. The researcher found that each participant's learning process, including struggles, was unique, with each interacting in different ways with tasks, manipulatives, pictorial representations, and questioning. For each participant, however, scaffolding techniques oriented around prompting and probing questions, participant verbalizations, and interactions with connected fraction representations were critical in their learning process.
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Date Issued: 2016
Identifier: CFE0006307, ucf:51587
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006307

Title: Examining the Effect of the Universal Design for Learning Expression Principle on Students with learning Disabilities in Science.
Creator: Finnegan, Lisa, Dieker, Lisa, Wienke, Wilfred, Hines, Rebecca, Everett, Robert, University of Central Florida
Abstract / Description: ABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which...
Show moreABSTRACT The significance of students being able to express and demonstrate their knowledge and understanding in all content areas has always been important especially in the sciences. Students under the Next Generation Science Standards will be required to participate in science discourse through a variety of approaches. This study examined student engagement and student demonstration of content knowledge in inclusive science classrooms through a quasi-experimental research design which included four case study participants with a learning disability. The researcher also evaluated student content knowledge through the implementation of Universal Design for Learning-Expression (UDL-E) through a non-replicated control group design. Data were collected through a variety of sources including: researcher observations, review of student academic records, interviews, surveys, UDL-E products, and pre-test and posttest scores. Researcher observations spanned over a 10 week period and were coded and analyzed quantitatively. Findings from a Repeated ANOVA demonstrated no statistical significance, however based on interviews with students; findings show that the students did enjoy exploring the opportunity to express their knowledge using the Expression principle of Universal Design for Learning. Student time-on-task did remain equally as high during UDL-E and students' inattentive behaviors decreased.
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Date Issued: 2013
Identifier: CFE0004840, ucf:49709
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004840

Title: Examining the Effects of Self-Regulated Strategy Development in Combination with Video Self-Modeling on Writing by Third Grade Students with Learning Disabilities.
Creator: Miller, Katie, Little, Mary, Dieker, Lisa, Pearl, Cynthia, Roberts, Sherron, University of Central Florida
Abstract / Description: This research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing,...
Show moreThis research examined the effects of self-regulated strategy development (SRSD), a cognitive strategy instructional method, on opinion writing by third grade students with learning disabilities. A video self-modeling (VSM) component was added to the SRSD method. A multiple probe across participants, single-subject design was used to determine the effectiveness of the SRSD instructional strategy, (POW + TREE), in combination with video self-modeling. Data from various components of writing, including essay elements, length of responses, time spent writing, and overall writing quality, were collected and assessed to determine the effectiveness of the intervention. All students who received the intervention improved their overall writing performance on opinion essays as measured by the number of opinion essay elements, including topic sentence, reasons, examples, and ending. During the maintenance phase of the intervention, students who received a VSM booster session increased their total number of opinion essay elements back to mastery levels.
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Date Issued: 2013
Identifier: CFE0004893, ucf:49674
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004893

Title: Supporting Middle School Students with Emotional or Behavioral Disorders in Blended Learning: A Fraction Intervention using Virtual Manipulatives.
Creator: Serianni, Barbara, Dieker, Lisa, Marino, Matthew, Vasquez, Eleazar, Basham, James, University of Central Florida
Abstract / Description: Students with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often...
Show moreStudents with emotional or behavioral disorders (EBD) are more likely than other students with disabilities to drop out of school (Blackorby (&) Wagner, 1996) and suffer societal consequences that include higher probabilities and rates of incarceration, poverty, drug abuse, homelessness, low wages, and unemployment (Bradley, Doolittle, (&) Bartolotta, 2008; Wagner, 1995). High school graduation is a critical factor to improve post-secondary outcomes for students with EBD; yet it is often mathematics, specifically algebra, that stands in the way of graduation (Blackorby (&) Wagner). Students with EBD often enter middle school lacking foundational mathematics skills, such as fractions, which sets them up to struggle with pre-algebra and ultimately fail algebra (U.S. Department of Education, 2008). The purpose of this study was to improve the ability of middle school students with EBD to access online grade-level mathematics content by providing fraction remediation to improve conceptual fraction knowledge and procedural fluency. The intervention consisted of Initial Fraction Ideas, an intervention curriculum from the Rational Number Project (RNP; Cramer, Behr, Post, (&) Lesh, 2009), in conjunction with three online virtual manipulatives (VM). The unique blended learning environment of this study provided the opportunity to evaluate the use of an evidence-based fraction intervention, in conjunction with VMs, in a single subject, multiple baseline across subjects design. Fluency data was gathered from daily fraction addition assessments (FAA) administered after each intervention session. A second component of the study featured a non-experimental repeated measures design that assessed student conceptual understanding of fraction equivalency through the administration of pre, post, and delayed-post Equivalent Fraction Tests (EFT). The intervention was effective in producing increases in median group fluency with high effect sizes, across three replications, establishing a functional relationship between the intervention and the dependent variable for these groups of students with EBD. In addition, all groups posted mean gains in equivalent fraction knowledge from pre to post-EFT, and maintained those gains for at least 15 days after the intervention concluded.
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Date Issued: 2014
Identifier: CFE0005415, ucf:50435
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005415

Title: A SURVEY OF PRESERVICE TEACHERS' ATTITUDES ON INTEGRATING STUDENTS WITH DISABILITIES IN INCLUSIVE EDUCATION CLASSROOMS.
Creator: 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.
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Date Issued: 2016
Identifier: CFH2000072, ucf:45507
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH2000072

Title: TEACHER PERCEPTIONS OF THE ACHIEVEMENT OF STUDENTS WITH LEARNING DISABILITIES ON STATEWIDE ASSESSMENTS.
Creator: Gromoll, Maryann, Little, Mary, University of Central Florida
Abstract / Description: 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.
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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: 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.
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Date Issued: 2008
Identifier: CFE0002256, ucf:47857
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002256

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: VIDEOTAPED ORAL READING FLUENCY LAB: AN ALTERNATIVE APPROACH TO ONE-ON-ONE INTERVENTIONS FOR INTERMEDIATE ELEMENTARY STUDENTS WITH LEARNING DISABILITIES.
Creator: Christner, Beth, Platt, Jennifer, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2009
Identifier: CFE0002793, ucf:48089
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002793

Title: INTEGRATING UNIVERSAL DESIGN FOR LEARNING CONCEPTS INTO SECONDARY GENERAL EDUCATION INSTRUCTIONAL METHODS COURSES.
Creator: Pawling, Kimberly, Wienke, Wilfred, University of Central Florida
Abstract / Description: 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 oneÃ‚Â'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, subjectsÃ‚Â' UDL Knowledge pre to posttest scores did not significantly change. When each content areaÃ‚Â'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.
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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: Elliott, Christopher, Martin, Suzanne, Boote, David, Hopp, Carolyn, Whiteman, JoAnn, Cerasale, Mark, University of Central Florida
Abstract / Description: 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.
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Date Issued: 2014
Identifier: CFE0005161, ucf:50714
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005161

Title: The Relationship Between Extracurricular STEM Activities and Performance on the Florida Science Assessment.
Creator: Fisher, Karin, Marino, Matthew, Dieker, Lisa, Hines, Rebecca, Basham, James, University of Central Florida
Abstract / Description: Students with disabilities perform below their non-disabled peers in science (National Center for Educational Statistics [NCES], 2011; National Educational Longitudinal Study [NELS], 1998; National Science Foundation [NSF], 2013). The achievement gap is a problem because the nation's competitiveness depends on individuals with science, technology, engineering, and mathematics (STEM) knowledge, skills, and abilities to drive innovation that will lead to new products and economic growth ...
Show moreStudents with disabilities perform below their non-disabled peers in science (National Center for Educational Statistics [NCES], 2011; National Educational Longitudinal Study [NELS], 1998; National Science Foundation [NSF], 2013). The achievement gap is a problem because the nation's competitiveness depends on individuals with science, technology, engineering, and mathematics (STEM) knowledge, skills, and abilities to drive innovation that will lead to new products and economic growth (Business-Higher Education Forum [BHEF]/Act Policy Brief, 2014; National Academies of Sciences, Engineering, and Medicine, 2016; National Science Board, 2015). If Florida is to continue to grow and prosper, all students, including students with disabilities must be prepared for the economy they will inherit. The purpose of the current study was to determine if informal science learning activities offered in Florida school districts impact students with disabilities (SWD) performance on the 8th Grade Florida science assessment.The researcher posed four research questions. The first research question determined whether a statistically significant difference existed between students with disabilities and their non-disabled peers on the 8th Grade Florida Science Assessment. The researcher found a statistically significant difference of students without disabilities outperforming their peers with disabilities. The second and third research questions were analyzed using survey responses from STEM personnel in each Florida district. The questions evaluated the percentage of SWD who participate in STEM activities. Findings indicated most districts do not track the number of SWD who participate in STEM activities. The third research question determined the type of SWD who participated in STEM activities. The largest category represented in STEM activities was students with learning disabilities. The last research question asked if there was a correlation between the number of STEM activities offered in a district and the results of the 8th Grade Statewide Science Assessment for SWD. Results indicated a small positive correlation. The researcher identified areas for future research, as well as recommendations and implications of the results from the study.
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Date Issued: 2016
Identifier: CFE0006299, ucf:51594
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006299

learning disabilities (8)	+ -
Learning Disabilities (4)	+ -
special education (4)	+ -
fractions (3)	+ -
learning disability (3)	+ -

mathematics (3)	+ -
students with disabilities (3)	+ -
Science (2)	+ -
Teacher Education (2)	+ -
Universal Design for Learning (2)	+ -
academic achievement (2)	+ -
classroom management (2)	+ -
exceptional education (2)	+ -
self-regulated strategy development (2)	+ -
video modeling (2)	+ -
writing instruction (2)	+ -
ADDIE (1)	+ -
Accessibility (1)	+ -
Anchored Instruction (1)	+ -
Biology (1)	+ -
Botswana (1)	+ -
Central Auditory Processing Disorder (1)	+ -
College (1)	+ -
Culturally and Linguistically Diverse (1)	+ -
Curriculum and Instruction (1)	+ -
Disability (1)	+ -
EBD (1)	+ -
ELLs (1)	+ -
Education Intervention (1)	+ -
English Language Learners (1)	+ -

ETD Collection (25)	+ -
Honors Collection (3)	+ -

University of Central Florida (28)	+ -
Dieker, Lisa (10)	+ -
Hines, Rebecca (4)	+ -
Little, Mary (4)	+ -
Marino, Matthew (4)	+ -

Vasquez, Eleazar (3)	+ -
Wienke, Wilfred (3)	+ -
Basham, James (2)	+ -
Biraimah, Karen (2)	+ -
Hopp, Carolyn (2)	+ -
Lue, Martha (2)	+ -
Martin, Suzanne (2)	+ -
Pearl, Cynthia (2)	+ -
Becker, Theresa (1)	+ -
Beverly, Monifa (1)	+ -
Boote, David (1)	+ -
Campbell, Laurie (1)	+ -
Cerasale, Mark (1)	+ -
Chandler, Shelly (1)	+ -
Christner, Beth (1)	+ -
Cox, Dr. Thomas (1)	+ -
Cross, Lee (1)	+ -
Diaz, Anna (1)	+ -
Dixon, Juli (1)	+ -
Dombrowski, Paul (1)	+ -
Ehrli, Hannah (1)	+ -
Elliott, Christopher (1)	+ -
Everett, Robert (1)	+ -
Finnegan, Lisa (1)	+ -
Fisher, Karin (1)	+ -

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