Dissertations / Theses: 'Students with disabilities Education Victoria'

1

Loreman, Timothy J. (Timothy John) 1970. "Secondary school inclusion for students with moderate to severe disabilities in Victoria, Australia." Monash University, Faculty of Education, 2000. http://arrow.monash.edu.au/hdl/1959.1/8824.

Full text

APA, Harvard, Vancouver, ISO, and other styles

2

Farrell, Helen Jane. "The impact and local implementation of standards-based music curriculum policy frameworks and music education programs for students with disabilities and impairments in Victoria : a qualitative evaluation /." Connect to thesis, 2006. http://eprints.unimelb.edu.au/archive/00003381.

Full text

APA, Harvard, Vancouver, ISO, and other styles

3

Murray, Janet Rosalind 1950. "The response of school libraries to the inclusion of students with disabilities in mainstream schools." Monash University, School of Information Management and Systems, 2000. http://arrow.monash.edu.au/hdl/1959.1/8079.

Full text

APA, Harvard, Vancouver, ISO, and other styles

4

Marks, Lori J., Maureen Conroy, Martha Coutinho, and Kerri Martin. "Inclusion of Students with Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3725.

Full text

APA, Harvard, Vancouver, ISO, and other styles

5

Nemitz, Christopher E. "Attitudes and perceptions of general education students toward students who receive additional education services." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001nemitzc.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

6

Marks, Lori J. "Modifications for Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etsu-works/3684.

Full text

Abstract:

Presentation discusses assistive technology devices: Simon Soounds It Out, WordMaker, Pix Writer, Co:Writer, Write:Outloud, WYNN and WYNN Wizard, Written Expression Software, Kidspiration, Start-to-Finish Reading Series,Neo, AlphaSmart 300, DANA, Lottie Kit.

APA, Harvard, Vancouver, ISO, and other styles

7

Rowe, Dawn A. "Career Technical Education & Secondary Students with Disabilities." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/5935.

Full text

Abstract:

Previous research has found enrollment in CTE is predictive of positive outcomes in postsecondary education and employment. Students with disabilities who engage in a concentration of CTE courses in high school: (a) have fewer unexcused absences, (b) are more likely to graduate high school on-time, and (c) are more likely to be employed after high school than those students enrolled in few to no CTE courses. Outcomes of youth with disabilities are influenced by many factors (e.g., expectations). Services provided to students while in high school also contribute to positive outcomes. One important transition service that can be provided to students while in high school to assist in mitigating poor outcomes for youth with disabilities is access to career technical education (CTE). The content presented will support practitioners in aligning services and supports in the Individualized Education Program (IEP) to increase the likelihood of postschool success after high school.

APA, Harvard, Vancouver, ISO, and other styles

8

Bunch, Clarissa L. "Promoting Equitable Outcomes for Students with Disabilities." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152460365005734.

Full text

APA, Harvard, Vancouver, ISO, and other styles

9

Marks, Lori J., and V. Morin. "Assistive Technology for Students with Mild Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3529.

Full text

APA, Harvard, Vancouver, ISO, and other styles

10

Donlan, Michael J. "Voiceless in Medical School: Students with Physical Disabilities." W&M ScholarWorks, 2016. https://scholarworks.wm.edu/etd/1499449833.

Full text

Abstract:

Students with physical disabilities are underrepresented in medical school. Individuals with physical disabilities have largely been left out the diversity movement, which has increased access to medical education for women and minority students (Steinberg, Iezzoni, Conill, & Stineman, 2010). For students with physical disabilities who are admitted, not much is known about their experiences, thus the focus of this study was to explore the medical school experiences of individuals with physical disabilities. as the theoretical framework, the social model of disability as developed by Oliver (2009) allowed for an examination of how medical students with physical disabilities experienced the medical school environment. For this study, I utilized a qualitative approach as a guide. Seven former medical students, six males and one female, with physical disabilities were interviewed about their experiences through medical education, from their efforts to gain admission to medical school, through their didactic and clinical education and training, and ultimately to their practice as a physician. The stories of the participants created a narrative account of the subjective meaning they created. This research found that although deficit models of disability persist in society, each participant overcame their physical impairment, and societal barriers, physical and social, to complete medical school and residency programs. Each participant found success through a combination of alternative methods of acquiring knowledge and performing medical procedures, internal motivation and determination, and the support of allies. The findings demonstrate that the structural and social construction of the medical school environment is inhospitable to individuals with physical disabilities.

APA, Harvard, Vancouver, ISO, and other styles

11

Hodge, Jennifer Faison. "Physical activity levels of students with mental retardation and students without disabilities /." The Ohio State University, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=osu1486398195326029.

Full text

APA, Harvard, Vancouver, ISO, and other styles

12

Rose, Phillip. "Writing Interventions for Students with Specific Learning Disabilities." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/960.

Full text

Abstract:

Only 27% of U.S. eighth graders are at or above grade level proficiency in writing (National Center for Education Statistics, 2012). Students with specific learning disabilities frequently exhibit skill deficits in planning, organizing, and writing conventions, and show inadequate awareness to write strategically (Troia, 2006). The purpose of this study is to examine evidence-based writing interventions aimed at enhancing the writing skills of students with specific learning disabilities and then to indicate which interventions were proven to be effective. The results of a variety of studies of writing intervention strategies have been reviewed. Specific instructional strategies that were successful in this study were, direct instruction, motivational interventions, and self-regulated strategies. These instructional strategies/writing interventions enhanced various components of written expression for students with SLDs. A total of 15 studies that implemented a writing intervention for school-aged students with SLD were reviewed. Direct instruction, motivational interventions, and self-regulation strategies improved various components of written expression for students with SLDs.

APA, Harvard, Vancouver, ISO, and other styles

13

Alvarez, Jenna M. "School Counselor Preparation to Serve Students with Disabilities." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1541091540369369.

Full text

APA, Harvard, Vancouver, ISO, and other styles

14

Ingersoll, Deborah Jeanne Hodge. "College students with learning disabilities: Perceptions of academic success." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284222.

Full text

Abstract:

Semi-structured interviews provided the primary source of data in this qualitative study that was designed to determine factors that determine academic success and failure of college students with learning disabilities. All student participants were using either of two support programs for learning disability support services on a large Research I Land Grant University. Students were matched on cumulative high school grade point average (3.0 or higher), full-scale scores intelligence measures, and composite college entrance examinations scores. Students were further grouped as Successful (cumulative college grade point average of 3.0 or higher) or Jeopardy (cumulative college grade point average of less than 2.0). Participating instructors and learning disability support services personnel were identified by students during the interview process as examples of effective instructors/practitioners. Perceptions of students, instructors, and learning disabilities support staff were gathered and examined regarding the nature of students, teaching, environmental factors that facilitate and inhibit learning, and support services of the two programs providing support services for these college students with learning disabilities. Elements of self-efficacious attitudes, beliefs, and behaviors of students were also examined. Data was analyzed to determine differences and commonalties between successful and unsuccessful students with learning disabilities. Concepts from social construction theory were used to identify the social context. Retention theory, self-efficacy theory, and literature from the fields of good practice and learning communities were also instrumental in the approach to data analysis. Suggestions for further research and implications for practice are offered while acknowledging the limitations of this study.

APA, Harvard, Vancouver, ISO, and other styles

15

Anderson, Mary Jo. "Students with disabilities in general education settings: general education teacher preparation." Diss., Kansas State University, 2010. http://hdl.handle.net/2097/4619.

Full text

Abstract:

Doctor of Education
Department of Special Education
Warren J. White
Historically, the provision of special education has moved from settings isolated from children without disabilities to services in public school classrooms with non-disabled peers. As advocates began to impact civil rights legislation, the educational rights of individuals with disabilities were realized, and laws began to protect them. Public Law 94-142, 1975 and subsequent reauthorizations assured these students a free and appropriate public education and, to the greatest extent possible, with non-disabled peers. In 2002, the No Child Left Behind Act of 2001 became law. Its goal is that all children, including children with disabilities, attending public schools in the United States would be proficient in reading and mathematics by 2014. Consequently, students with disabilities have had an increased presence in general education classrooms. Some leaders in the field of special education imply that teacher preparation might not be keeping up with current trends and that it is their responsibility to make changes to teacher education programs so that beginning teachers are prepared for current job demands. The primary purpose of this study was to determine what is being taught in elementary education teacher preparation programs regarding how to teach students with disabilities who are educated entirely or in part in general education settings. The goal was to provide information to IHE’s considering more comprehensive and specialized training for elementary preservice general educators by making critical program adjustments in order to prepare effective educators in the context of classrooms in which students with disabilities receive some of their education, and importantly, to inform those adjustments. This study explored levels to which preferred knowledge and skills for including students with disabilities in elementary general education classrooms are taught and assessed. It also looked at differences among state licensing and university graduation coursework requirements. The study represented approximately 15,075 preservice teachers from 72 different universities in the United States. It revealed a full range of levels at which skills are taught and assessed. There are notable inconsistencies in special education requirements for general education teacher candidates seeking initial licensure.

APA, Harvard, Vancouver, ISO, and other styles

16

Marks, Lori J., and D. J. Montgomery. "Assistive Technology for Students with Mild Disabilities." Digital Commons @ East Tennessee State University, 1996. https://dc.etsu.edu/etsu-works/3569.

Full text

APA, Harvard, Vancouver, ISO, and other styles

17

Hudson, Tina M. "Adapting Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3999.

Full text

APA, Harvard, Vancouver, ISO, and other styles

18

Lee, Ann, and Pamela J. Mims. "Accessing Academic Content for Students with Significant Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/210.

Full text

APA, Harvard, Vancouver, ISO, and other styles

19

Banks, Amanda Brooks. "Preparing K-12 Educators to Teach Students with Disabilities." Diss., Virginia Tech, 2018. http://hdl.handle.net/10919/83802.

Full text

Abstract:

My dissertation is comprised of two manuscripts on preparing educators to address the needs of students with disabilities. The first manuscript is a systematic review of 23 empirical studies published over the last two decades, addressing how traditional teacher preparation programs prepared preservice educators to learn about teaching students with disabilities in inclusive settings. A conceptual model was developed to synthesize the findings. Better outcomes in dispositions, knowledge, and skills were associated with preservice educators placements in inclusive classrooms where supportive supervising teachers modeled effective collaboration and provided opportunities for developing specific teaching skills. Although student disability type and teacher education program type are not directly related to preparation, researchers suggest that they mediate preservice educators' dispositions. The second manuscript examines the demographic, preparation, and school poverty level of a nationally representative sample of 51,340 early career special educators and the extent to which more and less preparation predicted their perceived preparedness for eight instructional practices. Data analyses included descriptive statistics, cross tabulations, and multiple linear regression. Findings indicated that more preparation significantly predicted educators' feelings of preparedness as they began teaching. The majority of educators with more preparation entered teaching through traditional routes while those who were less prepared tended to enter through alternative routes. Additionally, the majority of all educators felt least prepared to use student data to inform instruction and most prepared to differentiate instruction. Implications for education policy, teacher preparation, and future research are considered in both manuscripts.
Ph. D.

APA, Harvard, Vancouver, ISO, and other styles

20

Ressa, Theodoto Wafula. "The Path to College: Transition Experiences of Students with Disabilities." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1462887244.

Full text

APA, Harvard, Vancouver, ISO, and other styles

21

Shipp, Allison Erath Martin E. Davis. "Disability documentation criteria for students with learning disabilities in higher education." Auburn, Ala, 2008. http://repo.lib.auburn.edu/EtdRoot/2008/SUMMER/Rehabilitation_and_Special_Education/Dissertation/Shipp_Allison_35.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

22

Rohlfer, Elizabeth Gail. "The self-determination of college students with and without disabilities." Miami University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=miami1308326255.

Full text

APA, Harvard, Vancouver, ISO, and other styles

23

Saylor, John. "Comparing Achievement of Students with Disabilities in Cotaught Versus Traditional Classrooms." Thesis, University of La Verne, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10621264.

Full text

Abstract:

Purpose. Following recent federal legislation and related policy changes, co-teaching evolved rapidly as a strategy to provide students with disabilities access to the same curriculum as students without disabilities while receiving instruction in the least restrictive environment. It is unclear if co-teaching is an effective instructional strategy for educating students with disabilities in the least restrictive environment. The purpose of this causal-comparative study was to determine if there was a significant difference in students with disabilities’ academic performance in co-taught versus traditional classrooms.

Methodology. This causal-comparative study examined the effects of co-teaching on California students with disabilities’ performance on the Smarter Balanced assessments. Data were collected from 3 school districts representing 10 comprehensive high schools; 641 test results from the spring 2016 Smarter Balanced assessments of 11th-grade students with disabilities from co-taught and traditional classrooms in English and mathematics were compared using an independent samples t test.

Findings. Analysis of the 641 Smarter Balanced test results produced the following findings: (a) students with disabilities primarily receive instruction in the traditional classroom; (b) in co-taught classrooms, students’ primary disability was typically a specific learning disability; (c) t-test results indicated a significant difference in English test scores for students receiving English instruction in co-taught versus traditional classrooms; (d) t-test results indicated no significant difference in mathematics scores for students receiving mathematics instruction in co-taught versus traditional classrooms.

Conclusions. There is a statistically significant difference in the academic achievement of students in English. While performing lower than students with disabilities in traditional classrooms, students with disabilities in co-taught classrooms received access to the grade-level curriculum in the least restrictive environment. No statistically significant difference in the academic achievement of students in mathematics was noted, suggesting students with disabilities are performing similarly in mathematics regardless of instructional setting.

Recommendations. It is recommended additional research focuses on the academic achievement of students with disabilities in multiple settings, traditional, co-taught, and special education classrooms, to identify potential variations in achievement related to instructional setting. Additional research may determine the instructional setting’s impact on students’ attitude toward learning, relationships with teachers, or other social-emotional factors.

APA, Harvard, Vancouver, ISO, and other styles

24

Somers, George Theodore 1951. "An approach to the understanding and measurement of medical students' attitudes toward a rural career." Monash University, School of Rural Health, 2004. http://arrow.monash.edu.au/hdl/1959.1/5190.

Full text

APA, Harvard, Vancouver, ISO, and other styles

25

Gibbons, Agatha Lee. "Reading Instruction for Students with Intellectual Disabilities: Inservice Teachers' Perceptions." BYU ScholarsArchive, 2019. https://scholarsarchive.byu.edu/etd/9073.

Full text

Abstract:

Students with intellectual disabilities have at times been overlooked and denied effective reading instruction. Teachers tasked with instructing such students are often limited in the training, resources, and support necessary to effectively instruct these students in reading. These problems are further compounded by the fact that students with intellectual disabilities have historically been misperceived, often by the very educators tasked with instructing them, as either being unable to learn to read or that the prospect of teaching them to read is simply too daunting and complicated to be of sufficient worth (Aldridge, 2014; Kluth & Chandler-Olcott, 2008). Such misperception may lead to insufficient and/or misguided instruction of these students limiting their potential learning and growth (Kliewer, Biklen, & Kasa-Hendrickson, 2006). This qualitative case study explored the perceptions and lived experiences of eight special education teachers from five different school districts, who both worked with students with intellectual disabilities and mentored preservice teachers who worked with students with intellectual disabilities in the area of reading. This study focused on the perceptions of these special education teacher/ mentors before, during and after receiving training in the Targeted Reading Intervention (TRI) program, based on five areas of reading: Phonemic Awareness, Phonics, Vocabulary, Fluency, and Vocabulary. Data suggested a universal lack of support and training in reading for these special education teacher/mentors. Changes of perceptions and teaching practices of the special education teacher/mentors relative to explicit reading instruction for students with intellectual abilities are explored. Implications for practice are included.

APA, Harvard, Vancouver, ISO, and other styles

26

Hatzichristou, Chyrse, and Diether Hopf. "Students with learning disabilities : academic and psychosocial aspects of adaptation." Universität Potsdam, 1993. http://opus.kobv.de/ubp/volltexte/2009/1686/.

Full text

Abstract:

This study explores learning-disabled students' academic and psychosocial adjustment as compared to their non-disabled classmates within the mainstream public education system in Greece. A brief description of the special education services in Greece is also presented. The sample of the study consisted of fifth and sixth grade elementary school students in northern Greece. The learning-disabled students were identified based on teachers' evaluation (N=30). The control group consisted of all classmates of these students (N=307). Teacher-, peer and self-ratings were used and achievement data were obtained. The learning-disabled students were found to exhibit various academic and psychosocial difficulties based on the perceptions of all raters. Implications of the findings are discussed.

APA, Harvard, Vancouver, ISO, and other styles

27

Stamer, Tylie. "Promoting Learning Strategies in Students with Learning Disabilities Through Blended Learning." Thesis, McKendree University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10255720.

Full text

Abstract:

This study was designed to investigate possible changes in the use of four specific learning strategies by students who had learning disabilities: using a device, thinking about knowledge, finding a starting point, and acting differently in the future. The five student participants were instructed in a special education pull-out reading classroom using the blended learning classroom model. The researcher explored behavioral changes related to student participants’ use of these learning strategies in general education classrooms. This study attempted to investigate student participants’ and general education teachers’ perceptions of the four learning strategies. A math teacher, a social studies teacher, and a science teacher from the researcher’s teaching team also contributed their perceived observations of student participants’ use of the four learning strategies in their classrooms. The triangulation of data used in this study was achieved through use of pre-surveys and post-surveys that inquired into use of learning strategies on the parts of student participants and general education teachers at the inception of the study and again at its conclusion. Interviews with each of the study’s participants were also conducted at the conclusion of the study. Student binders used by the student participants in the blended learning instructional model were analyzed for evidence. The results of the study indicated that although according to survey data, students did not demonstrate changes in their ability to use the four learning strategies, most student participants reported using the strategies in their general education classes.

APA, Harvard, Vancouver, ISO, and other styles

28

Evans-DelCiappo, Robin M. "Project PARTnertship: The Effects of the Arts on Students with Disabilities." University of Akron / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=akron1215082685.

Full text

APA, Harvard, Vancouver, ISO, and other styles

29

Timura, Kayle E. "Handbook for Adapting Physical Education Activities for Students with Cognitive Disabilities." Ashland University Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ashland1505161734646181.

Full text

APA, Harvard, Vancouver, ISO, and other styles

30

Amayo, Jeanette. "INCLUSION OF STUDENTS WITH DISABILITIES: AN INTERNATIONAL PERSPECTIVE." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3262.

Full text

Abstract:

The purpose of this study was to examine the inclusion of students worldwide. Because the language barrier would impede the gathering of the necessary research, this study was delimited to only those English-speaking countries such as the United Kingdom, Canada, Australia, New Zealand, and the United States. The researcher examined many aspects of the education of students with disabilities in each country and how that attributed to the extent in which students with disabilities were being educated in the regular classroom. First, the researcher analyzed the legislation regarding students with disabilities, especially those directives that called for the Inclusion of them. Second, the researcher investigated the educational models used in each country to ascertain the placements available for the disabled, making special note of those that were more inclusive. Next, the researcher gathered data that examined the categorical system used to label, group, and educate the Special Education population. Finally, the researcher compared the extent to which the students with disabilities were educated in the regular classroom in each country by looking at the total proportion included as well as the percentage included in each disability category. To make a comparison of the educational attainments of each country, the researcher utilized a study by the Organization for Economic Co-operation and Development that incorporated the students with disabilities in their international assessments. Results revealed that the United States has a much more extensive legislation dedicated to the education of individuals with disabilities than does the United Kingdom, Canada, Australia, and New Zealand. As a result, the United States' placement models and categorical systems are just as complex. Data also confirmed that other countries are including their disabled population in a regular education classroom at a much higher rate than that of the United States. Finally, the international study found that the United States performed worse than all the other countries in the subject areas assessed: Reading, Math, and Science. Recommendations for further research included the examination of teacher education programs world wide, comparison of provincial and territorial regions in Canada and Australia, and a comparison of graduation rates for those students with disabilities in inclusive settings and those in segregated settings.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership

APA, Harvard, Vancouver, ISO, and other styles

31

Marks, Lori J. "Students with Low-Incidence Disabilities: Practical Strategies that Work." Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etsu-works/3722.

Full text

APA, Harvard, Vancouver, ISO, and other styles

32

Lynn, Kathryn M. "Revamping the classroom improving the education of students with disabilities /." [Denver, Colo.] : Regis University, 2006. http://165.236.235.140/lib/KLynnPartI2006.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

33

Goodwin, Donna Lynn. "The experience of students with physical disabilities in physical education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0030/NQ59965.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

34

Miller, Mandy A. "Bridging the Gap: Transitioning Students with Disabilities to Higher Education." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1478693858109392.

Full text

APA, Harvard, Vancouver, ISO, and other styles

35

Sears, Lekeia Shari. "Identifying Supportive Education Practices for College Students with Psychological Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2175.

Full text

Abstract:

Students with psychological disabilities who enter the post-secondary environment can struggle without proper support services. Faculty and staff members typically interact with their students as much as or more than any other post-secondary personnel. This project study explored faculty and staff members' knowledge of supportive education programs and their feelings about engaging/helping these students. Guided by Bandura's self-efficacy theory for faculty and Rogers' humanistic approach to education, which supports the need for faculty involvement and training, this study explored whether faculty and staff members feel effective in addressing these issues with students. A qualitative case study design was employed to explore faculty and staff perceptions about their preparation in supporting the educational goals of students with severe psychological problems. The data collected in this study came from 12 face-to-face interviews with faculty and staff members purposively sampled from a university located in the southeastern region of Pennsylvania. Data from the interviews were inductively analyzed and coded to identify common themes. The results from this project study indicated that many faculty members did not have any knowledge about supported education practices and the psychological problems that affect students. The findings informed the creation of a faculty/staff professional development that addresses effective ways to respond to the needs of students with psychological problems. Such training should promote a social change in their attitudes about students' psychological problems, facilitate the structure of their learning environment for students with these problems, and inspire support among one another.

APA, Harvard, Vancouver, ISO, and other styles

36

Carter, Nari. "Educators' Perceptions of Collaborative Planning Processes for Students with Disabilities." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1344.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

37

Trexler, Ellen L. "Categorical differences in statewide standardized testing scores of students with disabilities." Thesis, Keiser University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3558758.

Full text

Abstract:

The No Child Left Behind Act requires all students be proficient in reading and mathematics by 2014, and students in subgroups to make Adequate Yearly Progress. One of these groups is students with disabilities, who continue to score well below their general education peers. This quantitative study identified scoring differences between disability groups on the Florida Comprehensive Assessment Test (FCAT) over a 6-year period. The percentages of students who scored at the proficient level in reading, mathematics, and writing in the fourth grade, and reading, mathematics, and science in the fifth grade were used to identify differences in 12 disability groups. All students with disabilities are combined into one category for reporting purposes and assigning school grades. Disaggregation of the special education categories revealed scoring differences between groups in all subjects and both grades. Students with speech impairments had the highest number of students scoring at the proficient level in all subjects, while students with intellectual disabilities had the fewest. The categorical rank order was identical for reading in both grades and similar in the other subjects. Students with specific learning disabilities, who constitute approximately 50% of all students with disabilities in these grades, were in the lowest five categories for both grades in reading and in fourth grade mathematics, and in the lower 50% in fifth grade mathematics and science. Recommendations included the need for alternate measures of student achievement; specifically, modified assessments, in addition to teacher evaluations and the impact on the Florida Flexibility Waiver's achievement goals.

APA, Harvard, Vancouver, ISO, and other styles

38

Cory, Rebecca Claire. "Identity, support and disclosure issues facing university students with invisible disabilities /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.

Full text

APA, Harvard, Vancouver, ISO, and other styles

39

Foster, Rita Garrett. "Meeting the Needs of College Students With Learning Disabilities." ScholarWorks, 2020. https://scholarworks.waldenu.edu/dissertations/7869.

Full text

Abstract:

Although more students with learning disabilities (LDs) are attending postsecondary institutions, faculty lacks the necessary training to educate students with LDs. A need exists to ensure that their college experiences include resources or support services to help students meet their academic requirements. Without support services, students may encounter poor outcomes in postsecondary education. This bounded, qualitative case study was designed to explore perspectives and experiences of students with LDs related to student services and accommodations at a postsecondary institution. Knowles's theory of andragogy formed the study's conceptual framework. A purposeful sample of 6 students, who were medically diagnosed as having a learning disability and who were, at the time of the study, receiving support services from the office of student support services, participated in the semistructured interviews. Qualitative data were analyzed using open and axial coding to search for patterns and emerging themes. Key results included that even though students were satisfied overall with the services and accommodations provided by the university, they lacked adequate support from some of the faculty on the importance of accommodations and services and how they influence academic success in postsecondary education. Based on the findings, a 3-day professional development training was developed to educate faculty in learning disabilities, understanding accommodations, and enhancing their abilities to provide support in working with students with LDs. These endeavors may promote positive faculty-student relationships and increased academic success of students with LDs in postsecondary education.

APA, Harvard, Vancouver, ISO, and other styles

40

Weil, Brigitte. "Supporting college students with learning disabilities to become strategic learners." Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=104566.

Full text

Abstract:

College students with learning disabilitities (LDs) find college especially challenging as they often do not have the skills necessary to be successful in higher education. This thesis examined how strategic learning strategies are affected by constructivist support services for postsecondary students with LDs studying at a postsecondary institution. At Time 1 students with LDs who received support used motivation and time management strategies significantly more than students with LDs who did not receive support. Students with LDs who received support did not differ significantly in their use of anxiety strategies from students with LDs who did not receive support. Neither support history, presence of a LD nor an interaction of support and LD were significant for any of the three areas of strategy use (motivation, anxiety and time management) at Time 1. Students with LDs who received support received grades comparable to their peers without LDs and no support. The strategy use of students with LDs who received support did not change significantly from Time 1 to Time 2.
Les étudiants avec troubles d'apprentisages (TA) au niveau collégial vont souventindiquer que l'école est un défi car ils n'ont pas toujours les compétences nécessaire pour réussir à ce niveau. Ce mémoire examine comment les stratégies d'apprentissages stratégiques sont affecter par les services spécialisés constructivist pour les étudiants au niveau collégial avec TA. Au début de l'année scolaire les étudiants avec TA qui recevaient les services spécialisés utilisaient les stratégies pour la motivation et pour gérer le temps plus que les étudiants avec des TA qui ne recevaient pas les services spécialisés. Les étudiants avec les TA qui recevaient les services spécialisés n'ont pas utiliser les stratégies pour gérer l'anxieté différemment que les étudiants avec des TA qui ne recevaient pas les services spécialisés. Ni l'histoire des services spécialisés reçus, les TA, ou une combinaison des deux facteurs a été considérablement différent pour les trois domaines de stratégies (motivation, anxiété, gérer le temps). Les étudiants avec les TA qui recevaient des services spécialisés ont reçu des notes comparables aux étudiants sans TA qui ne recevaient pas des services spécialisés. L'utilisation des domaines de stratégies n'ont pas changé considérablement dès le début de l'année scolaire.

APA, Harvard, Vancouver, ISO, and other styles

41

Queener, Jessica D. "A Post-School Outcome Study of Students with Learning Disabilities." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3687892.

Full text

Abstract:

The transition to adulthood for students with learning disabilities is not a single life event; rather it is a series of smaller steps that lead students to become independent adults. The Individuals with Disabilities Education Act (IDEA) 2004 and its regulations required states to deliver transition services as well as follow-up with students who had an Individual Education Plan (IEP) within one year of graduating or exiting from high school. States are required to report on student's postsecondary outcomes to the U.S. Department of Education within one year of graduating or leaving high school.

This study followed-up with former students with learning disabilities who participated in a tiered transition program that focused on career development at the Kingsbury Center in Washington, DC. The follow-up study was conducted to (a) report on former student postsecondary outcomes (e.g., education, employment, and independent living), (b) gain insight regarding levels of satisfaction, and (c) receive feedback regarding the Kingsbury Transition Program (KTP) and the Career Investigations for Transitioning Youth (C.I.T.Y.). There were 56 former students who were invited to participate in the study. A total of 16 former students was interviewed that yielded a 29% response rate. Former students were interviewed within three to five years since leaving or graduating from high school. The interview protocol consisted of questions originally developed by the National Post-School Outcomes Center. A revised interview protocol was used to interview former students after three rounds of expert review and a pilot test to achieve content validity.

The data indicated that students with learning disabilities (a) are going to college and working part-time, (b) are currently or have been employed, (c) continue to live with their parents with a few students living on or off campus, (d) are satisfied with their lives, and (e) think that the KTP/C.I.T.Y. Program helped them work toward their postsecondary goals. The student interviews did highlight some areas of concern: transition program issues, overemphasis on a college pathway, length of time to obtain postsecondary degree, disclosure, adult services, and employee benefits. Recommendations and limitations of the study were addressed to help future students transition into adult life.

APA, Harvard, Vancouver, ISO, and other styles

42

Quay, John J. "Students caring for each other." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/943.

Full text

Abstract:

The major focus of this study is on the outdoor education subject as a learning context in which caring and community are educational achievements. The review of the literature is necessarily selective as the scope of the research touches upon the discipline areas of community, caring, moral development and education, friendship, outdoor education, experimental education and camping. The research is based upon a two step process within which both quantitative and qualitative methods are used. The first step in the process utilises phenomenological methods. The second step in the process uses the survey method.

APA, Harvard, Vancouver, ISO, and other styles

43

Kazemi, Farida. "Attitudes of university students towards students with physical disabilities." CSUSB ScholarWorks, 1996. https://scholarworks.lib.csusb.edu/etd-project/1198.

Full text

Abstract:

The purpose of this study is to explore the social and dating attitudes of university students who are able-bodied towards students with physical disabilities at California State University, San Bernardino.

APA, Harvard, Vancouver, ISO, and other styles

44

Lan, Pei Ern. "The instructional experiences of students with reading disabilities in Taiwan's education." Thesis, Saint Mary's College of California, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10107123.

Full text

Abstract:

In order to investigate the actual instructional experiences for students with reading disabilities in Taiwan, a qualitative study was conducted using the method consisted of observation of the special education environment and interviews with two students with reading disabilities, one parent of the student, and three Resource Room teachers. On a macroscopic scale, the researcher looked at the special education system’s implementation in a public middle school in Taiwan, while on a microscopic scale, the researcher focused on the remediation of the reading disabilities that the students were receiving in special education. The ultimate goal of this research was to benefit the special educational system in Taiwan in educating students with reading disabilities. Therefore, this was written in both English and Mandarin for the benefit of readers in Taiwan and in the U.S.

APA, Harvard, Vancouver, ISO, and other styles

45

Miller, Megan M. "Implementing Precision Teaching With Students With Moderate to Severe Disabilities." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1437042097.

Full text

APA, Harvard, Vancouver, ISO, and other styles

46

Pick-Bowes, Bethenie A. "Regular education teachers' concerns regarding students with disabilities in the regular education classroom." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003pickbowesb.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

47

Paape, Jennifer R. "Social skill expectations do general education and special education teachers differ? /." Online version, 2000. http://www.uwstout.edu/lib/thesis/2000/2000paapej.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

48

Phillips, Gary F. "The perception of high school guidance personel [sic] of technology education and the placement of special need students in technology education classes." Online version, 2002. http://www.uwstout.edu/lib/thesis/2002/2002phillipsg.pdf.

Full text

APA, Harvard, Vancouver, ISO, and other styles

49

Spriggs, Amy D., Dijk Wilhelmina van, and Pamela J. Mims. "How to Implement Visual Activity Schedules for Students with Disabilities." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/304.

Full text

Abstract:

Based on recent literature reviews on the use of Visual Activity Schedules (VAS) for students with intellectual disability and autism, the strategy has been deemed an evidence based practice. Using the literature highlighted in the recent reviews, this article provides an overview of VAS and common skills VAS has been used to teach. Additionally, the authors provide guidelines on schedules variations, creating schedules, and implementing the schedules. Finally, several examples of VAS are included.

APA, Harvard, Vancouver, ISO, and other styles

50

Moser, Amy Elizabeth. "Changing Educator Attitudes About Students with Disabilities Through Literature." Miami University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1594719874195461.

Full text

APA, Harvard, Vancouver, ISO, and other styles

Dissertations / Theses on the topic 'Students with disabilities Education Victoria'

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles