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Title: An Exploration of Postsecondary Education Programs for Students with Intellectual Disabilities in Public Universities and Colleges in Florida.
Creator: Jester, Lisa, Taylor, Rosemarye, Baldwin, Lee, Murray, Barbara, Little, Mary, University of Central Florida
Abstract / Description: Through The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a...
Show moreThrough The Higher Education Opportunity Act of 2008 and The Workforce Innovative Opportunity Act of 2014, legislators have created opportunities for students with intellectual disabilities to participate in postsecondary education with their typically developing peers. This study utilized the results of web-based survey data from public universities and colleges in the state of Florida to explore the varying options available for students with intellectual disabilities. This study applied a quantitative approach to the survey of 12 state university system (SUS) and 28 college system (CS) institutions in Florida to explore current program options and services afforded students with intellectual disabilities desiring postsecondary education in Florida. The web based survey yielded a 48% response rate. Findings indicate in 2016 there are 10 postsecondary education programs for students with intellectual disabilities within the public university and college system of Florida. Implications of the findings and recommendations for the future are discussed. Notably, future research should consider exploring national postsecondary programs and explore outcomes for students with intellectual disabilities.
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Date Issued: 2016
Identifier: CFE0006333, ucf:51550
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006333

Title: An Analysis of the Legal Issues of School Voucher Programs for Students with Disabilities and Its Impact on the Individuals with Disabilities Education Act (IDEA).
Creator: Fontan, Patricia, Murray, Kenneth, Murray, Barbara, Doherty, Walter, Hopp, Carolyn, University of Central Florida
Abstract / Description: This study examined the current case law on school voucher programs for students with disabilities and legal protections under IDEA. The idea of school vouchers can be traced back to the 1950s but have taken a new form in the past 13 years. There have been several court challenges to the constitutionality of school voucher programs with mixed results which will lead to court challenges in the future on a state by state basis based on the state's constitution. School vouchers have been...
Show moreThis study examined the current case law on school voucher programs for students with disabilities and legal protections under IDEA. The idea of school vouchers can be traced back to the 1950s but have taken a new form in the past 13 years. There have been several court challenges to the constitutionality of school voucher programs with mixed results which will lead to court challenges in the future on a state by state basis based on the state's constitution. School vouchers have been developed to target specific populations of students including students with disabilities. But with very little accountability for the private schools accepting the school vouchers, parents are left to make choices about their child's education with the limited information provided to them. Parents of student with disabilities who participate in school voucher programs in order to attend a private school may lose many protections under IDEA, if not all of them. The focus of the study was on the five states with school voucher programs for students with disabilities: Arizona, Florida, Georgia, Ohio and Utah. The review of case law in regards to school voucher programs for students with disabilities demonstrated difference and similarities depending on the state's constitution. This will lead to future case law for school voucher programs for disabilities to be determined on a case by case basis. The legislators developing new school voucher programs for student with disabilities will need to analyze the state's constitution in order to determine if any legal challenges would occur. Federal legislators need to revisit the protections under IDEA for parentally placed private school students with the mindset that more and more school voucher programs for students with disabilities will be developed in years to come. In the reauthorization of IDEA, federal legislators need to determine if more protections need to be provided to parentally placed private school students attending a private school on a school voucher program. Without more protections for students with disabilities, parents may have limited options when participating in a school voucher program and the students may not receive the appropriate special education and related services.
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Date Issued: 2012
Identifier: CFE0004537, ucf:49229
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004537

Title: STUDENT DISABILITY SERVICES WITHIN THE 28 FLORIDA COMMUNITY COLLEGES.
Creator: Godbey, Alice, Taylor, Rosemarye, University of Central Florida
Abstract / Description: The purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators ...
Show moreThe purpose of this research study was to investigate perceptions and activities of disability support program administrators in Florida community colleges regarding program administration and evaluation. The study further sought to document if any relationships existed between selected organizational and staffing characteristics and the program's ability to follow an established set of standards for program administration and evaluation. A total of 25 disability support administrators (89.3% response rate) completed a phone survey designed for this study. The study revealed that there were many inconsistencies among the higher education disability support programs in regard to programming, staffing and data collecting activities. The common denominator for determining the extent of data collection being performed within the responding community colleges appeared to be the Florida Department of Education, specifically the criteria requested annually by the Division of Community Colleges and Workforce Education. At all of the institutions surveyed, data collection activities were concentrated on numerical student data and did not consistently include program evaluation information. Finally, administrator training in program evaluation was positively associated with the responding disability support program's ability to participate in program evaluation activities. This study concluded with discussion of proposed recommendations for disability support administrators in the Florida community colleges.
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Date Issued: 2006
Identifier: CFE0001479, ucf:47100
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001479

Title: Project iCAN: A STEM Learning and Persistence Model for Postsecondary Students with Disabilities.
Creator: Koch, Aaron, Vasquez, Eleazar, Dieker, Lisa, Marino, Matthew, Raij, Andrew, University of Central Florida
Abstract / Description: Education and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This...
Show moreEducation and work in Science, Technology, Engineering, (&) Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This population is an (")untapped resource(") with limitless potential for contribution to the collective fields of STEM (Leddy, 2010, p. 3; Alston, Hampton, Bell, (&) Strauss, 1998, p. 5). The National Science Foundation (NSF) has funded Project Interdisciplinary Coaching as a Nexus for Transforming How Institutions Support Undergraduates in STEM (Project iCAN) at Landmark College as a model to develop a successful STEM support model. Post hoc interview data from students and staff at Landmark revealed themes pertaining to educational and vocational-training supports that may generalize to larger, urban institutions of higher education for further development of STEM persistence and learning models.
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Date Issued: 2016
Identifier: CFE0006340, ucf:51564
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006340

Title: THE COMMITMENT OF ELEMENTARY SCHOOL TEACHERS TO INCLUSIVE EDUCATION FOR CHILDREN WITH DISABILITIES.
Creator: Cox, Margaret, Martin, Suzanne, University of Central Florida
Abstract / Description: The purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number...
Show moreThe purpose of this study was to investigate the commitment of elementary school teachers to inclusive education for students with disabilities (SWD), and whether the commitment to inclusive education between general and special education teachers was equal. Measurements were based on Richard Clarke's Commitmemt and Necessary Effort (CANE) theory, severity of disability, and demographic factors including teaching assignment, number of students in class, number of years teaching and number of years working in an inclusive setting. A four-point Likert-type survey(Appendix A) adapted from a combination of Spencer Salend's (2008) "Teacher's Inclusion Survey and Interview Question to examine the Experience of Educators Working in Inclusive Classrooms" was used to collect the data. The data indicated that 57% of the respondents were committed to inclusive education, with special education teachers displaying a greater committment than their general education counterparts. In addition some of the earlier roadblocks to inclusive education such as needed support from administrators and ancillary personnel dealing with SWD, lack of resources, time for collaboration and consulation, along with a need for more training, still appear to be pervasive problems in implementing a fully inclusive program for all students nearly two decades later in contemporary schools.
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Date Issued: 2009
Identifier: CFE0002858, ucf:48070
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002858

Title: An Examination of the Insights and Support of Self-Advocacy by Academic Advisors when Working with Students with Disabilities in Higher Education.
Creator: Farran, Jennifer, King, Kathy (Kathleen), Cox, Thomas, Marshall, Nancy, Hopp, Carolyn, Preston, Michael, University of Central Florida
Abstract / Description: Self-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student...
Show moreSelf-advocacy for students with disabilities was noted throughout the literature as a necessary element for student success (Brinckerhoff, 1996; Daly-Cano, Vaccaro, (&) Newman, 2015; Gould, 1986; Williams (&) Shoultz, 1982). The literature also found that self-advocacy was particular crucial as students entered higher education (English, 1997; Stodden, Conway, and Chang, 2003; Vaccaro, Daly-Cano (&) Newman, 2015). In regard to student persistence, academic advising was the most cited student service (Hossler (&) Bean, 1990). Academic advisors assist students through their academic journeys and are tasked with assisting students to navigate college life (Kuh, 2008). However, there was a lack of research regarding the relationship between advisors, students with disabilities, and self-advocacy. Therefore, this research study was conducted to explore the insights and support of self-advocacy among academic advisors when working with students with disabilities. A qualitative phenomenological research design was used to explore these experiences.From the data analysis, seven themes emerged after the interviews and a focus group, which represented the needs of academic advisors for their specific roles and interactions. The themes were lack of knowledge, accommodations, transition, academics, fear of being labeled, relationships and interactions, and self-awareness. The information gathered through this study may lead to professional development programs to improve relationships between academic advisors and students with disabilities and to prepare students with disabilities to become strong self-advocates.
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Date Issued: 2018
Identifier: CFE0007329, ucf:52139
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007329

Title: The Lived Experiences of Elementary Students with Disabilities Self-Advocating Through Speaking and Writing.
Creator: Massengale, Lindsey, Dieker, Lisa, Pearl, Cynthia, Vasquez, Eleazar, Zygouris-Coe, Vassiliki, University of Central Florida
Abstract / Description: Writing and self-advocacy skills are important for all students, including individuals with disabilities. Within the K-12 setting, those skills are taught, but emphasis changes as students progress through the grade levels. At the elementary level, writing is more prominent; whereas, in high school, self-advocacy becomes a focus. In this study, the researcher used a phenomenological research design to explore the lived experiences and preferences of elementary students with disabilities and...
Show moreWriting and self-advocacy skills are important for all students, including individuals with disabilities. Within the K-12 setting, those skills are taught, but emphasis changes as students progress through the grade levels. At the elementary level, writing is more prominent; whereas, in high school, self-advocacy becomes a focus. In this study, the researcher used a phenomenological research design to explore the lived experiences and preferences of elementary students with disabilities and their use of self-advocacy strategies in the inclusive setting, both in writing and speaking. The phenomenon was explored over an eleven-week period in a second grade, inclusive classroom. The conceptual framework for the study was the theoretical framework of self-advocacy by Test, Fowler, Wood, Brewer, and Eddy (2005). The child development of Piaget (1964) and disability theory of Tashakkaori and Teddlie (2003) served as secondary frameworks. The data collected are reflective of the self-advocacy experiences and preferences of two students with disabilities, their parents and classroom teacher. The themes of knowledge of self, knowledge of rights, effective communication skills, and leadership skills are discussed in detail. Implications for practice within the elementary classroom and recommendations for future research for students with disabilities in the inclusive environment are provided.
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Date Issued: 2016
Identifier: CFE0006351, ucf:51565
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006351

Title: K-12 Transition Framework for Students with Disabilties.
Creator: Delaney, Clydia, Hopp, Carolyn, Reyes, Maria, Little, Mary, Robertson, Shelby, University of Central Florida
Abstract / Description: The problem of practice that this dissertation addressed was the post-secondary transition of students with disabilities, which has garnered national and international attention for decades. This dissertation was completed to inform the educational community regarding the potential for improvement in the post-secondary transition process of students with disabilities. Multiple factors were examined related to helping students with disabilities develop appropriate skills to transition through...
Show moreThe problem of practice that this dissertation addressed was the post-secondary transition of students with disabilities, which has garnered national and international attention for decades. This dissertation was completed to inform the educational community regarding the potential for improvement in the post-secondary transition process of students with disabilities. Multiple factors were examined related to helping students with disabilities develop appropriate skills to transition through school into personally successful, post-secondary activities and environments.A pilot study was conducted to inform a potential transition framework. Invitations to participate in an anonymous survey were sent to 741 teachers in the district via email. The survey, conducted in a small North Florida School District, had 289 nine participants, but not all participants were targeted to respond to every question. In addition to the quantitative items, the survey included several open response questions, which were coded and themed to inform the framework and specific concerns of the Director of Exceptional Student Services.The data from the pilot study were used to develop the K (-) 12 Transition Framework, which included levels of knowledge development from kindergarten through high school. Introducing students with disabilities to post-secondary transition concepts in the elementary grades supports the construction of a prior knowledge base at the elementary grade level. The prior knowledge base will be enhanced potential knowledge growth regarding opportunities, education and careers. This will translate into the successful transition of students with disabilities into personally successful, post-secondary activities and environments.
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Date Issued: 2016
Identifier: CFE0006292, ucf:51582
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006292

Title: A Study of the Effectiveness of the Equals Mathematics Curriculum and Teacher Perceptions Of and Attitudes About the Curriculum.
Creator: Hughes, Jennifer, Murray, Kenneth, Kennedy, Mary, Doherty, Walter, Bai, Haiyan, University of Central Florida
Abstract / Description: The purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This...
Show moreThe purpose of this study was to determine if the use of the Equals mathematics curriculum had any statistically significant impact on the 2012 Florida Alternate Assessment mathematics scores of students with disabilities in six Florida school districts when comparing the scores of those who received mathematics instruction via the curriculum to the scores of students with disabilities in six other Florida school districts who did not receive mathematics instruction via the curriculum. This study further examined the perceptions of and attitudes about the Equals mathematics curriculum that exist among Exceptional Student Education (ESE) teachers who teach mathematics to students with disabilities participating in the Florida Alternate Assessment (FAA).The study utilized a mixed methods approach to research that included both quantitative and qualitative methodologies. The quantitative portion of the study was conducted using archival data obtained from the 2012 Florida Alternate Assessment Data Book. A Mann-Whitney U Test was conducted through SPSS at a significance level of ? = .05 to test for relative differences in performance between the treatment (Equals) and control (non-Equals) groups. Based on the results, the Equals mathematics curriculum did not have any statistically significant impact on the 2012 FAA mathematics scores for students with disabilities in the treatment school districts at any of the tested grade groupings (elementary, middle, high, and overall).The qualitative method of data collection utilized an online teacher survey. The results were analyzed using the researcher-coded results and assisted through summary tables provided by Survey-Monkey. Differences and similarities among the survey question responses were explored. Common terms and themes were noted and compared. Data triangulation was used by surveying teachers from five of the six treatment counties. This promoted generalizability for study replication since the treatment counties train teachers and utilize the curriculum in different manners. The results of the qualitative analysis indicated that many teachers were not satisfied with the training they received and felt overwhelmed by the curriculum itself, specifically in the areas of lesson planning and delivery. Based on the quantitative and qualitative results, it was concluded that further research needs to be completed to determine the effectiveness of the Equals mathematics curriculum when used with true fidelity.
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Date Issued: 2013
Identifier: CFE0004866, ucf:49651
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004866

Title: A VIEW FROM THE FIELD: URBAN SPECIAL EDUCATION DIRECTORS' PERCEPTIONS OF ESSENTIAL COMPETENCIES FOR NEWLY APPOINTED SPECIAL EDUCATION ADMINISTRATORS.
Creator: Pratt Marrett, Caroline, Martin, Suzanne, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of...
Show moreABSTRACT The purpose of this exploratory study was to determine what competencies urban directors of special education perceived to be essential for newly appointed urban special education administrators. Two research questions and two null hypotheses were generated to investigate the underlying factors in competencies perceived by urban special education directors to be essential for newly appointed special education administrators and to investigate the relationship between years of experience as a director of special education and these underlying factors. A factor analysis revealed that there were three underlying factors reported to be essential for newly appointed special education administrators. A multiple regression analysis indicated that the relationship between the years of experience as a director of special education and the underlying factors (Management, Instruction and Change; Supervision of Faculty; and Team Building Skills) was not statistically significant. A post hoc test was conducted to further detect differences in years of experience as an urban director of special education and the underlying factors. The results were sufficient to reject the null hypotheses in both cases.
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Date Issued: 2008
Identifier: CFE0002120, ucf:47545
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002120

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: 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: 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: 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: 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

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: A Qualitative Inquiry Investigating the Inclusive Practices of Teachers within Catholic Schools.
Creator: Bell, Alicia, Little, Mary, Vitale, Thomas, Gresham, Gina, Flanigan, Jacquelyn, University of Central Florida
Abstract / Description: This phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by...
Show moreThis phenomenological investigation examined the inclusive practices used to instruct students with disabilities in inclusive classrooms by educators within a large Catholic diocese in the southeast US. This study used phenomenological research methods to examine the perspectives, practices, and policies of Catholic school educators in inclusive settings through interviews, observations, and artifact reviews of school data to triangulate findings within this research. Surveys completed by administrators and faculty members provided initial knowledge and perspectives of inclusive practices for instruction of students with disabilities (SWDs) within inclusive settings. Structured interviews and classroom observation were then completed with participants at the school to investigate the inclusive practices used within their classrooms and school for SWDs. All data were collected and analyzed from the observations of students with disabilities and educators in inclusive classrooms at the Elementary School site of this study, along with the data from surveys and interviews with the administrators and key faculty members at the school. The analyses across data sources resulted in five key themes attributed to inclusive practices within the school setting. The five themes that emerged were: (a) Catholic educators' belief to educate all students; (b) support provided of inclusive education; (c) planning for inclusive education; (d) differentiated instruction; and (e) consistency of vision and goals for inclusive education across the grade levels and throughout the school. This study exposed the key factors and practices that educators in a Catholic school attributed to successful inclusive practices for students with moderate to severe disabilities. This research provides initial research and data about inclusive practices in Catholic schools.
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Date Issued: 2017
Identifier: CFE0006720, ucf:51895
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006720

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: Defining Effective Teacher Practices among Students with Emotional Behavioral Disabilities.
Creator: Mayes, Zerek, Martin, Suzanne, Boote, David, Butler, S. Kent, Berrio, Gabriel, University of Central Florida
Abstract / Description: This phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education...
Show moreThis phenomenological study examined the lived experiences of special education teachers who worked with students with emotional behavioral disabilities (EBD) across various urban settings and educative environments. Given that the overall percentage of students receiving special education services has increased, the overall percentage of students with EBD served among all school-aged children and youth has remained below 1% (U.S. Department of Education, National Center for Education Statistics, 2018). The current failings of reform efforts to improve the academic achievement of students with EBD brings the roles, responsibilities and practices of teachers and their preparation into view. This study examined the impact of culture on the attitudes, beliefs, and practices of special education teachers. Semi-structured interviews were conducted with eight participants (N = 8). A thematic analysis resulted in three overarching themes. The three themes included: (a) the essentials: keys to student engagement, (b) the frustrations regarding effective program implementation, and (c) elements of an effective program. This study exposed multiple factors affecting the effectiveness of special educators' practices as well as offered recommendations for teachers, schools, districts, policies, and future research.
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Date Issued: 2019
Identifier: CFE0007682, ucf:52510
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007682

students with disabilities (19)	+ -
inclusion (7)	+ -
special education (6)	+ -
Students with Disabilities (4)	+ -
Inclusion (3)	+ -

STEM (2)	+ -
Teacher Preparation (2)	+ -
elementary (2)	+ -
elementary education (2)	+ -
exceptional education (2)	+ -
inclusive practices (2)	+ -
mathematics (2)	+ -
professional development (2)	+ -
self-advocacy (2)	+ -
teacher perceptions (2)	+ -
teacher preparation (2)	+ -
ADDIE (1)	+ -
Access (1)	+ -
Accommodations (1)	+ -
Autonomy (1)	+ -
Bug-in-the-Ear Technology (1)	+ -
Caseload (1)	+ -
Collaboration (1)	+ -
Communication (1)	+ -
Data-Based Decision Making (1)	+ -
EBD (1)	+ -
Emotional and Behavioral Disorders (1)	+ -
English Language Learners (ELL) (1)	+ -
Equals curriculum (1)	+ -
Equity (1)	+ -

ETD Collection (24)	+ -
Honors Collection (2)	+ -

University of Central Florida (26)	+ -
Dieker, Lisa (8)	+ -
Little, Mary (7)	+ -
Hines, Rebecca (5)	+ -
Hopp, Carolyn (5)	+ -

Martin, Suzanne (5)	+ -
Vasquez, Eleazar (5)	+ -
Marino, Matthew (3)	+ -
Wienke, Wilfred (3)	+ -
Basham, James (2)	+ -
Boote, David (2)	+ -
Doherty, Walter (2)	+ -
Murray, Barbara (2)	+ -
Murray, Kenneth (2)	+ -
Pearl, Cynthia (2)	+ -
Pratt Marrett, Caroline (2)	+ -
Reyes, Maria (2)	+ -
Taylor, Rosemarye (2)	+ -
Vitale, Thomas (2)	+ -
Bai, Haiyan (1)	+ -
Baldwin, Lee (1)	+ -
Becker, Theresa (1)	+ -
Bell, Alicia (1)	+ -
Bernier, Christopher (1)	+ -
Berrio, Gabriel (1)	+ -
Beverly, Monifa (1)	+ -
Butler, S. Kent (1)	+ -
Close, Jessica (1)	+ -
Cox, Margaret (1)	+ -
Cox, Thomas (1)	+ -

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