Dissertations / Theses on the topic 'Early childhood special education'
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McKenzie, Patricia Jay. "Early childhood : special education." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26874.
Full textEducation, Faculty of
Graduate
Fox, James J., John Wheeler, Pamela J. Mims, Cathy Galyon Keramidas, Kimberly D. Hale, and M. Michaels. "Issues in Early Childhood/Early Childhood Special Education: Questions, Answers, & Discussion Forum." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/212.
Full textHarris, Martha Jane 1949. "Leadership preparation in early childhood special education." Diss., The University of Arizona, 1997. http://hdl.handle.net/10150/282490.
Full textMarks, Lori J. "IntelliTools for Comprehensive and Early Childhood Special Education." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etsu-works/3719.
Full textKeramidas, Cathy Galyon. "Assessment in Early Childhood." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/4157.
Full textFaubion, Donna Elizabeth. "Early childhood special needs 0-5 programming." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1298.
Full textBland, C., and Cathy Galyon Keramidas. "Effective Teaching for Inclusive Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/523.
Full textNyarambi, Arnold, and Z. Nkabinde. "Early Intervention and Early Childhood Education in Zimbabwe and South Africa: Implications to Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8229.
Full textHooper, Belinda. "Preparing Early Childhood Special Educators for Inclusive Practice." VCU Scholars Compass, 2011. http://scholarscompass.vcu.edu/etd/2380.
Full textSteiner, Emily Irene. "Trauma-informed practice| A self-study in early childhood special education." Thesis, Mills College, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10155716.
Full textThe purpose of this self-study is to examine and analyze if and how an understanding of early childhood trauma informs my practice in my student-teaching placements in early childhood special education and a special day class (SDC) autism preschool. This study was informed by research in the field, as well as qualitative interviews on the subject. This study aims brings to light the need for more training and education on trauma-informed care in ECE. Data was collected through self-focused reflections and feedback from my colleagues on my work in my student-teaching placements at a center-based early intervention program in Oakland and an autism SDC preschool in San Leandro. Data was also collected through qualitative interviews with professionals working in the realms of early brain development and childhood trauma. This data was examined using an understanding of trauma’s impact on brain development, behavior, learning, and interactions with others, the role of early childhood educators as protective factors who provide supportive, responsive care that fosters resiliency, as well as literature on trauma sensitive care. This study makes an important contribution to the literature because, while there is a great deal of literature on early childhood trauma in the fields of psychology and neurobiology, there is a disconnect between this knowledge base and what training early childhood educators receive and a general lack of trauma-informed care in early childhood settings. This study discusses how trauma-informed care can be put into practice in ECE and advocates for more training and implementation in these settings.
Marks, Lori J. "Assistive Technology Interventions for Early Childhood Home and School Environments." Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etsu-works/3683.
Full textWhite, Heather S. "Early Childhood Teacher Perspectives of Developmentally Appropriate use of Computer Applications." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/386.
Full textGatling, Veleka Studivant. "The Transition from Early Intervention to Early Childhood Special Education: Three Case Studies." Diss., Virginia Tech, 2009. http://hdl.handle.net/10919/26632.
Full textEd. D.
Maneval, Kimberley L. "A longitudinal study on the effectiveness of preschool special education /." Full text available online, 2005. http://www.lib.rowan.edu/find/theses.
Full textNyarambi, Arnold, and Esther Ntuli. "A Study of Early Childhood Development Teachers’ Experiences in Zimbabwe: Implications to Early Intervention and Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8221.
Full textAscetta, Kate Elisabeth. "The Features of Effective Online Professional Development for Early Childhood Educators." Thesis, University of Oregon, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10608077.
Full textThe purpose of this current study was to examine the effect of a preschool teacher intervention around the use self-monitoring and the online learning modules. The interventions were delivered online using: online learning modules that provided exemplars of the operationally defined instructional language supports. The study included 12 Head Start classrooms, with 21 lead and assistant teachers who were randomly assigned to one of two treatment conditions: (a) graphed feedback based on self-reported data, or (b) written feedback based on performance data from videos. An experimental research design was conducted to evaluate the treatment effects for teachers and children (n = 107). The results suggested that regardless of condition, the majority of teachers increased their total frequency of language facilitation strategies. Additionally, the results suggest that teachers’ receptive vocabulary skills and their role in the classroom (lead or assistant) may mediate the effect of the professional development intervention.
Lawrence, Karen A. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services : a qualitative study of programs in Oregon /." Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/8549.
Full textTypescript. Includes vita and abstract. Includes bibliographical references (leaves 230-244). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
Lawrence, Karen A. 1952. "Early Intervention/Early Childhood Special Education (EI/ECSE) and early childhood mental health services: A qualitative study of programs in Oregon." Thesis, University of Oregon, 2008. http://hdl.handle.net/1794/8549.
Full textIncorporation of a mental health focus into Early Intervention/Early Childhood Special Education (EI/ECSE) services is considered critical by many professionals due to the vulnerability of young children with disabilities to developing behavior problems, mental health disorders, and to experiencing maltreatment. This qualitative research study investigated ways personnel in EI/ECSE agencies in Oregon are addressing the mental health needs of the children and families they serve. How mental health is conceptualized by EI/ECSE providers, how well prepared providers are in addressing the needs, what kinds of strategies are used to serve children and families, and how adequately EI/ECSE families and children are served by the mental health system were explored. The study was divided into two parts, which included a state-wide study of 14 EI/ECSE agencies in five regions in Oregon, and an in-depth study of one EI/ECSE agency that has employed a mental health consultant. State-wide agencies were mainly located in rural parts of the state, although two education service districts in metropolitan areas were included. The perspectives of 10 mental health providers from community mental health centers were also collected. The most salient issues that surfaced in the state-wide study included the focus of EI/ECSE concern on behavioral and mental health problems in children ages three through five and strategies for related behavior management in classroom settings, the importance of collaboration with community agencies, and a desire for increased partnership with mental health. Interviews with both EI/ECSE and mental health agencies revealed problems in the mental health system including training of therapists in working with very young children, gaps in services for children who were not Medicaid-eligible and in services for parents with their own psychological issues, and in the capacity to serve all of the children who were referred. The in-depth study focused on one EI/ECSE agency that was developing staff competence in relationship-based work with families through support from a mental health consultant employed by the agency. Salient issues included funding for a mental health consultant in an educational agency, development of mental health services for early childhood through community collaboration, and supporting staff through reflective supervision.
Adviser: Jane Squires
Nyarambi, Arnold, and Esther Ntuli. "Early Childhood Education in Africa: Trends and Issues in Educating Children with Exceptionalities." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8225.
Full textBeamish, Wendi. "Concensus About Program Quality: An Australian Study In Early Childhood Special Education." Thesis, Griffith University, 2004. http://hdl.handle.net/10072/366702.
Full textThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Cognition, Language and Special Education
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Morgan, Rachel C. "Inclusive Education for Preschool Learners with Autism| A Program Evaluation." Thesis, Lindenwood University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10746766.
Full textThis is an exploration of the perceptions and perspectives of early childhood leaders and practitioners with regards to preschool learners with autism engaged in inclusive educational settings. At a time when inclusive education is acknowledged as best practice, there is still a concern that many preschool learners with disabilities are receiving most of their supports in a segregated setting. Additional concerns noted in the current research relate directly to the beliefs, values, and attitudes towards inclusive education for learners with disabilities. No distinct study has been done with regards to this age group, nor to pinpoint the perceptions and perspectives on the outcomes and process of teaching learners with autism in inclusive settings.
The main research question was, How, if at all, can andragogy learning theory be applied to inclusive education for preschool learners with autism? To answer this question, the researcher set up a standalone intervention experience for the study participants, utilizing two self-assessments and discussion group, with time for self-reflection. The stakeholders of the project included leaders, those that are in positions of authority in providing supports to preschool learners within the early childhood center; and practitioners, who are responsible to implement the supports for preschool learners in the early childhood center. A qualitative program evaluation was the research design utilized to measure both the program outcomes and processes.
The leaders and practitioners took the two self-assessments and from the second self-assessment tool, MIPI-PLA, individuals volunteered to participate in a focus group discussion. Eight themes emerged from the research analysis as barriers for inclusive education: support and preparedness, team collaboration, defined roles and responsibilities, learner engagement, communication differences, valuing learners with autism point of view, belief in learners with autism, and transformative learning/change.
The program evaluation found that andragogy learning theory provides support towards transformative change in beliefs, attitudes, and values with regards to preschool learners with autism engaged in inclusive opportunities. Ultimately, the experience of critical self-reflection through self-assessment provided the leaders and practitioners a different perspective regarding their assumptions of the preschool learner with autism and their capabilities in participating in an inclusive education experience.
Underwood, Sharon Marie. "A Qualitative Case Study of the Relationship between the Dismissal of the Young Child with Developmental Delays (YCDD) from the Individual Educational Plan (IEP) Prior to Kindergarten and Later Requalification for Special Education Services." Thesis, Evangel University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10810122.
Full textThe current study examined the relationship between the dismissal of the young child with developmental delays (YCDD) from the individual educational plan (IEP) prior to kindergarten and later requalification for special education services. The primary purpose of the study was to provide stakeholder perceptions of current practices regarding meeting the needs of four former YCDD students. The perceptions came through interviews with former YCDD students, their parents, teachers, administrators and, additionally, data from interventions, state assessments and survey.
Data showed that the relationship between dismissal and requalification for services showed low achievement from all four former YCDD students. All four focus students did requalify for special education services. In addition, the stakeholder’s perceptions revealed recurring themes and implications for practice. Given the small sample utilized for the current study, the findings may not be generalized to all children with a former YCDD diagnosis. Results provided implications for keeping the diagnosis through kindergarten transition and researching the study on a larger scale.
Garrick, E. Renee Morreau Lanny E. "Role perceptions held by parents and teachers in early childhood special education programs." Normal, Ill. Illinois State University, 1993. http://wwwlib.umi.com/cr/ilstu/fullcit?p9323733.
Full textTitle from title page screen, viewed February 10, 2006. Dissertation Committee: Lanny Morreau (chair), Jeffrey B. Hecht, Maribeth N. Lartz, Jeanne B. Morris, William C. Rau, Keith E. Stearns. Includes bibliographical references (leaves 169-186) and abstract. Also available in print.
Deysel, Sanet. "Auditory processing problems within the inclusive foundation phase classroom: an exploration of teachers' experiences." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/6834.
Full textLechtenberger, DeAnn. "A Follow-Up Study of the Subsequent Educational Placement and Categorical Classification of Preschool Early Childhood Special Education Students in Selected Rural and Urban Settings." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278450/.
Full textDynia, Jaclyn M. "The Literacy Environment of Early Childhood Special Education Classrooms: Predictors of Print Knowledge." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1354729369.
Full textPurdue, Kerry Ellen, and n/a. "Inclusion and exclusion in early childhood education : three case studies." University of Otago. Faculty of Education, 2006. http://adt.otago.ac.nz./public/adt-NZDU20070202.115120.
Full textHusby, Brian Archie Thomas. "Adult-child discourse: A focus on paraprofessionals in early childhood special education." Diss., The University of Arizona, 1992. http://hdl.handle.net/10150/185832.
Full textEaly, Barbara Smith. "Parental Level of Satisfaction Regarding Early intervention Services for Children Who Are Deaf or Hard of Hearing." Thesis, Piedmont College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3600986.
Full textThis qualitative study explores the level of satisfaction of parents regarding early identification/intervention services for children who are deaf or hard of hearing (D/HH). The purpose of this study is to compare the progress of children who are D/HH with their hearing peers on elements used to measure the readiness of students to enter the first grade as measured by teacher and parental perception/satisfaction. This study will include a qualitative exploration of assistive strategies and parental choices regarding early-intervention services, amplification, and modes of communication. Furthermore, it will provide and analyze data concerning teacher and parent perception of the relative success of the various pre-school interventions for children with hearing losses.
The study employs a qualitative case-study methodology using an in-depth guided-interview format to collect data. Participants include four families of children who are deaf or hard of hearing. Triangulation of data sources is achieved through guided in-depth interviews with parents, document review, verbatim transcripts of all interviews, and personal observations. The findings reveal levels of functioning for children who are D/HH upon entry into the school system through the end of their kindergarten year and levels of parental satisfaction concerning their choices made about early-intervention services prior to their children's entry into the school system.
Donoghue, Shari Alison. "The effects of the establishment of naming on the transformation of stimulis function from listener to speaker responses in two-three year-olds." Thesis, Teachers College, Columbia University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10119703.
Full textI selected 10 typically developing preschool students between the ages of 2 and 3 years from a preschool facility. I tested their listener and speaker responses to common stimuli to determine whether they demonstrated differences in their listener and speaker repertoires. I selected the 6 children with the largest discrepancy in their listener and speaker repertoires to participate in Naming probe sessions to measure for the presence of Naming (a capability which allows an individual to acquire language incidentally). None of the participants had the full Naming capability at the onset of the study. A delayed multiple probe design across participants was implemented to test for the emergence of speaker responses for stimuli the participants could only respond to as a listener prior to the acquisition of Naming. Multiple exemplar instruction (MEI) across speaker and listener responses was implemented to induce Naming in these participants. Following the acquisition of Naming the experimenter re-tested listener and speaker responses, finding that the participants could respond as a speaker to the stimuli they previously could only respond to as a listener, thereby demonstrating the transformation of stimulus function from listener to speaker responses. Following the acquisition of Naming, 5 of the 6 participants acquired over 50% of untaught responses with the exception of 1 participant who acquired 30% of untaught responses following the acquisition of Naming.
Brooks, Betsy Moog. "Applying Andragogical Principles to Real-Time Embedded Parental Coaching When Helping Their Children with Hearing Loss to Talk." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10283685.
Full textThe purpose of this study was to explore the application of andragogical principles to real-time embedded coaching of parents, when teaching their children with hearing loss to talk. (Abstract shortened by ProQuest.)
Hale, Kimberly D. "Supporting New Teachers in the Field of Early Childhood Education." Digital Commons @ East Tennessee State University, 2003. https://dc.etsu.edu/etsu-works/7037.
Full textHantak, Kelly. "An Initial Examination of Relationships Between Early Intervention Services, Family Outcomes, and Andragogical Factors." Thesis, Lindenwood University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10253896.
Full textThis study is an examination of early intervention services for infants/toddlers with visual impairments, as related to home-based services and andragogy learning theory. Early intervention refers to therapeutic services provided to eligible infants/toddlers while andragogy emphasizes how adults learning. Research discussed the implementation of andragogical factors with parents of infants/toddlers appeared limited. The null hypotheses statements addressed four variables related to infant/toddler with visual impairments assessment scores, the number of home visit units authorized by the child’s Individualized Family Service Plan (IFSP) and implemented by the early intervention service provider, responses on the family outcome survey, and service provider responses regarding the use of andragogical factors during early intervention home visits.
The researcher examined secondary data related to assessment scores of infants/toddlers with visual impairments, the frequency of home visits implemented by a Teacher of the Visually Impaired (TVI) and/or Orientation and Mobility (O and M) specialist, comparison of early intervention units, and results of a Family Outcome Survey. The researcher co-authored the Modified Instructional Perspectives Inventory for Teachers working with Parents of Young Children (MIPI-TPC) to measure the frequency in which early intervention service providers implemented andragogical factors during home visits. Participants of this study included 30 infants/toddlers with visual impairments receiving early intervention services from a TVI and/or O and M specialist. Seventeen families completed the Family Outcome Survey and three early intervention service providers completed the MIPI-TPC. The utilization and analysis of descriptive statistics, a t-test of dependent means, and the Pearson Product Moment Correlation Coefficient, Analysis of Variance, and Chi-Square test determined relationships among the variables.
The results demonstrated limited relationships with assessment scores, frequency of home visits, units provided and authorized in the infant/toddler’s IFSP, and parent responses on the Family Outcome Survey. However, the MIPI-TPC results reported the service providers implementing andragogical factors within the category levels of above average and average. The prominent finding of the study supported the integration of andragogy learning theory during early intervention services. Future studies linking the two fields together may benefit the advocacy of early intervention service providers, empowerment of parents, and most importantly, infants/toddlers with developmental delays.
Parker-Martin, Pamela. "Evaluating a district-wide kindergarten transition process for preschool children with special needs." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284047.
Full textLynberg, Jennifer R. "Teachers and Their Perceptions About Adaptive Skill Training Within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3386.
Full textBroderick, Alicia A. Biklen Douglas P. "'Recovery, ' 'science, ' and the politics of hope a critical discourse analysis of applied behavior analysis for young children labeled with autism /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.
Full textNaples, Lauren Hunter. "Neurodivergence in Early Childhood| Deriving a Dual-Factor Model of Educational Well-Being Through a Design-Based Research Pilot Program." Thesis, The George Washington University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13813592.
Full textThere is a distinct need to understand subjective well-being for neurodivergent students in early childhood. Review of previous literature suggests the positive influence of subjective well-being in mitigating psychological distress; however, young children have been excluded from these investigations. Therefore, this study employed an advanced mixed methods research design, through which a convergent core was embedded within an overarching quasi-experimental framework to analyze three key outcomes in early childhood education: (a) self-identified conceptualizations of student covitality, (b) self-evaluated levels of student covitality, and (c) teacher-rated levels of executive dysfunction.
All students actively enrolled in a local partner school serving pre-Kindergarten to 2nd grade (N = 45) participated in qualitative and quantitative evaluations of covitality. Qualitative data were collected through semi-structured focus groups, and quantitative data were collected through student ratings on the Social-Emotional Health Survey-Primary (Furlong, You, Renshaw, O’Malley, & Rebelez, 2013). Qualitative findings suggested students conceptualize covitality as positive school experiences along a developmental trajectory across five themes—play activities, classroom instruction, school environmental factors, interpersonal relationships, and special programs. Quantitative results determined excellent internal reliability of the covitality scale for early elementary 1st- and 2nd-grade students (Cronbach's α = .908).
Two classrooms were randomly assigned to the waitlist control ( n = 14) or intervention (n = 10) condition—1st- and 2nd-grade, respectively. A novel positive psychology intervention was designed and tested to promote covitality. Implementation of strategically targeted practices supported the underlying factors of gratitude, zest, optimism, and persistence.
Additional quantitative data were collected through teacher ratings of cognition on the Behavior Rating Inventory of Executive Function, Second Edition (Gioia, Isquith, Guy, & Kenworthy, 2016). Intervention effects indicated a statistically significant interaction for improved executive functioning relative to the waitlist control group (p = .011). Integration of qualitative and quantitative results produced preliminary evidence of categorical advancement in a dual-factor clinical classification system and distinctions in varied and nuanced conceptualizations of well-being constructs over time. Synthesis of qualitative, quantitative, and integrated findings highlighted the value of design-based research generally, and the Student Strengths Safari© program, specifically, to establish a dual-factor model of educational well-being (EdWB) for optimal student development.
Hale, Kimberly D., Amy J. Malkus, and Lori Hamilton. "Creating Community Through Common Books." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/4306.
Full textMalkus, Amy J., Kimberly D. Hale, and Lori Hamilton. "Creating Community Through Common Books." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4307.
Full textByers, Therese M. ""Hand"ling Kindergarten Behavior| The Effects of Using Visual Tools to Control or Eliminate Undesired Behaviors." Thesis, Trinity Christian College, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10981609.
Full textThe purpose of this study is to determine if the use of visual tools such as a printed hand on a stick is an effective strategy in changing or eliminating undesired behavior in the classroom, particularly whole group discussions. The setting was a general education Kindergarten classroom, in a public school, of typical size and makeup. The aim of the project was to co-observe the behavior of how students answer or share information in whole group situations. The sample group consisted of students that had previously displayed difficulty in following the rules of group discussions. The findings of the study are meant to be shared with teachers in the effectiveness of using this type of strategy as a means of changing an undesired behavior in the general education classroom during class discussions. The data was collected by recording lessons at various times of the day, first without using the visual tool and then with using the visual tool. Based on observations in the recordings, data was derived noting how many times a student raised his/her hand with or without acknowledgement. Based on the data, it is safe to conclude that a considerable change in the undesired behavior was not evident.
Sinai-Bental, Chen. "SCHOOL PSYCHOLOGISTS' PERCEPTIONS OF ASSESSMENT PRACTICES AND EDUCATIONAL PLACEMENT DECISIONS IN EARLY CHILDHOOD SETTINGS." Diss., Temple University Libraries, 2011. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/145434.
Full textPh.D.
In comparison to school age special education practices, preschool special education practices have received far less attention in the research community. Each year in the United States, over 250,000 preschool age children are determined to exhibit developmental delay. It is unknown how many of them exhibit developmental delay in the area of social emotional functioning and what is the educational placement in which they received special education services. In this study, a national sample of school psychologists (n=119) who practice in early childhood settings was surveyed with regard to their assessment and educational placement practices. Results indicated that more school psychologists chose the regular education setting as opposed to separate classroom for placement of children with social and developmental delays. However, when placement options were grouped by settings it became evident that overall more preschoolers with social and emotional delays receive services in non-inclusive settings. Assessment factors as opposed to program factors were most influential on placement decisions. Observation in the educational setting was found to be the primary assessment tool in both assessment of social emotional competencies and in contributing to placement decisions. School psychologists reported annual monitoring of placement decisions and no correlation between the frequency of monitoring and the psychologists' perceived quality and efficacy of programming was found. Possible explanations and the associated implications of the study's findings are discussed.
Temple University--Theses
Uchida, Chiharu Hashimoto. "Making possibilities visible: the process of collaboration between general and special education teachers in an inclusive early childhood education program." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1127237508.
Full textHansuvadha, Natalie. "Best practice is challenging practice : beginning teachers' attitudes in early childhood special education /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/7912.
Full textNyarambi, Arnold. "Early Childhood Special Education in Africa: Trends and Issues in Educating Children With Exceptionalities in Sub-Saharan Africa." Digital Commons @ East Tennessee State University, 2013. https://dc.etsu.edu/etsu-works/8248.
Full textNyarambi, Arnold, and V. Adade-Yaboah. "Early Intervention and Early Childhood Education in West Africa, Ghana and Southern Africa: Zimbabwe and South Africa: Implications to Special Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/etsu-works/8257.
Full textStone, Jennifer. "Planning for Universal Design for Learning in the early childhood inclusion classroom| A case study." Thesis, The University of Texas at San Antonio, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3594620.
Full textThe majority of children with exceptionalities aged 3-5 are being served in general education settings. Teachers working in these inclusion classrooms must have the ability and knowledge to work with all students under their care. The purpose of this study was to determine how teachers in early childhood inclusion classrooms plan to incorporate the principles of Universal Design for Learning, an inclusive pedagogy, and to determine how professional development in UDL changes teachers' knowledge and behaviors in the classroom. This qualitative case study followed two early childhood inclusion co-teachers and a district office specialist in charge of the UDL professional development. Interviews, observations, lesson plans, and training materials were collected over an extended amount of time in the field. Results of the data analysis indicated that many principles of UDL were inherent in quality early childhood instruction. Teachers were adept at individualizing instruction on an as needed basis, but they needed more practice at embedding modifications and accommodations into curriculum and instruction. Early childhood teachers understood and saw the value in UDL, but they lacked appropriate professional development, access to the necessary resources, and the time needed to take universal instruction to the next level.
Ancell, Katherine. "PROVIDER PERSPECTIVES: EXAMINING THE TRANSITION FROM EI TO ECSE." OpenSIUC, 2018. https://opensiuc.lib.siu.edu/dissertations/1646.
Full textWyrick, Anita M. "Parent Perceptions of Occupational Therapy in Early Childhood Special Education Programs Following Transition from Early Intervention Programs." VCU Scholars Compass, 2003. http://scholarscompass.vcu.edu/etd/691.
Full textNtuli, Esther, Arnold Nyarambi, and Moussa Traore. "Assessment in Early Childhood Education: Threats and Challenges to Effective Assessment of Immigrant Children." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/8219.
Full textHarris, Ann Elizabeth. "The Development of a Survey Instrument Measuring Elementary General Education Teachers Attitudes Toward Inclusion of Students with Autism." Thesis, Piedmont College, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3629375.
Full textThe purpose of this study was to develop a valid and reliable survey instrument to examine elementary general education teachers' attitudes toward the inclusion of students with Autism Spectrum Disorder (ASD) in the general education classroom. By determining what influences attitudes, the needs of elementary general education teachers can be established to make educated decisions, develop meaningful professional development activities, or enable teachers to self-reflect thus improving attitudes of elementary general education teachers toward inclusion of students with ASD.
The study was guided by the following phases: Phase One: (1) Reviewed current literature and conducted a discussion with a focus group to determine the overall construct, (2) wrote and modified an initial set of items, (3) consulted a panel of experts to certify that items measure the overall construct intended for content and construct validity, (4) conducted a think-aloud with individual teachers to ensure questions are being interpreted as intended, and (5) rewrote and revised as needed. Phase Two: Conducted an Exploratory Factor analysis in order to determine common factor structures. Phase Three: Conducted a pilot test to establish reliability in a test/re-test format. The findings indicate evidence of a valid and reliable survey instrument to examine elementary general education teachers' attitudes toward the inclusion of students with Autism Spectrum Disorder (ASD) in the general education classroom.