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Dissertations / Theses on the topic 'Students with disabilities'

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Published: 4 June 2021
Last updated: 30 July 2024

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1

Hemmingsson, Helena. "Student-environment fit for students with physical disabilities /." Stockholm, 2002. http://diss.kib.ki.se/2002/91-7349-276-0.

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2

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.

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3

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

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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.
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4

Hughes, G. F. "Lecture adaptation for students with disabilities." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604746.

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In this dissertation, I introduce new methods of adapting lectures for students with disabilities to facilitate their learning in a higher education setting. These new methods use off-the-shelf computer hardware and specialised algorithms to address the specific needs of students with disabilities in a lecture environment. The techniques are able to overcome the problems of traditional adaptation techniques while also providing benefits that were previously unavailable to students with disabilities. This dissertation introduces the Photonote system, which was created to validate the effectiveness of my new adaptation techniques. The system can capture video of the lecturer, and sign-language interpreter if applicable, through the use of standard-definition video camera. Photonote uses a high-resolution digital-still camera to capture presented visual information in a classroom. Captured images are processed by my algorithm to compensate for angular distortion, remove obstructions, and extract a high-contrast representation of the presented information. This approach provides a clear copy of information presented in a lecture, tailored to meet the needs of a user with a disability. Most importantly, the Photonote system is able to capture, process, and display visual information presented to an individual without requiring a lecturer to change his or her presentation technique. This system was evaluated through a large user study that determined the system’s effectiveness at improving on existing classroom-adaptation methods.  The evaluation demonstrated that test scores for students with disabilities can be improved through the use of the new adaptation techniques. This dissertation also investigates methods of automatically determining the most relevant piece of presented visual information at a given point in time during a lecture. A new approach is presented that uses the head pose of audience members to infer the location of the most relevant visual information. A new head-pose detection method and algorithm are discussed.
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5

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

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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.
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6

Getachew, Almaz Tamene. "Attitudes of Ethiopian college students toward people with visible disabilities." Diss., University of Iowa, 2011. https://ir.uiowa.edu/etd/1139.

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Although the attitudes of non-disabled individuals toward people with disabilities (PWDs) have been studied for years, most of those studies were conducted outside of Ethiopia and very little has been written about Ethiopians and their attitudes toward PWDs. The current study examined the attitudes of Ethiopian college students toward persons with visible disabilities. Secondarily, the study identified variables that may affect these attitudes. Past studies identified that negative attitudes have created societal barriers affecting the quality of life of PWDs. The non-participation of PWDs in society has been very evident in Ethiopia; however. Because negative attitudes are barriers, without identification and adequate measurement of the attitudes, changing them is difficult. This study provided information about the attitudes of a group of university students at Addis Ababa University who might be influential in the future inclusion of PWDs in Ethiopia as future elite professionals in Ethiopian society. This study collected data on Ethiopian college students' attitudes toward people with visible disabilities as measured by the Multidimensional Attitudes Scale Toward Persons With Disabilities (MAS). This study examined the students' attitudes and also identified significant variables. The results of the CFA, T-test, ANOVA, and correlation analyses provided some major findings. First, the CFA conducted indicated that the model of MAS for the Israeli sample did not fit the Ethiopian sample. The first CFA was conducted because the MAS was only used with the Israel sample. There were no studies which utilized the MAS to compare it to. The results indicated that 12 out of 34 item loaded below .4, indicating that the model of the MAS did not fit. The second CFA was conducted using the 22 items which loaded above .4, while it fit better the first one, over all it did not fit the model. The MAS indicated that Ethiopian college students have negative attitudes in general. The variables gender, level of education, year in school, academic major, contact level, self-esteem, and cultural orientation proved to be significant factors which affected attitudes toward disabilities. Limitations of the study and future research recommendations were discussed.
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7

Unger, Mary Ann. "Traversing the tracks : students with learning disabilities speak up /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7788.

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8

Teed, Kristi Marie. "High-stakes testing of students with disabilities." Online version, 2003. http://www.uwstout.edu/lib/thesis/2003/2003teedk.pdf.

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9

Quigley, Mark K. "The effects of Life Skills Instruction on the personal-social skills scores of rural High School students with mental retardation." Lynchburg, Va. : Liberty University, 2007. http://digitalcommons.liberty.edu.

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10

Biswas, Minoti. "University students' receptivity to peers with disabilities." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/247.

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This research investigates university students' receptivity to peers with disabilities at two universities in Perth, Western Australia (Edith Cowan University and the University of Notre Dame in Fremantle), and two universities in India (The University of Kolkata (previously Calcutta) and the University of Jadavpur). Data were collected by three methods: (1) a 60 item questionnaire (N=996) based on six aspects supporting receptivity to peers with disabilities-Academic, Interactive, Social, Personal, Professional and Supportive; (2) written open-ended data (N= 201); and (3) four focus groups, two in Perth (N=1O) and two in Kolkata (N=10). The final questionnaire was composed of 30 stem-items each answered in two perspectives: (1) an ideal self-view (What I think I should do) and (2) their self-reported behaviour (what I actually do), making a total of 60 items.
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11

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

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12

Lotze, Geraldine. "Expressive Writing with University Students with Disabilities." VCU Scholars Compass, 2009. http://scholarscompass.vcu.edu/etd/1851.

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Research suggests college students with high incidence disabilities experience more distress than their peers without disabilities as they adapt to college. The expressive writing paradigm developed by Pennebaker and Beall (1986) effectively reduced distress in college students and other nonclinical samples when participants wrote about emotions they experienced surrounding an upsetting event. Previous research on expressive writing has not addressed the effectiveness of the paradigm with students with disabilities. A randomized control trial study examined changes in distress and daily hassles for participants with disabilities who engaged in expressive writing compared to a control condition in which participants wrote about non-emotional topics. Emotional competencies and coping were also explored as possible proximal outcomes, while distress at baseline and social support were explored as possible moderators of expressive writing outcomes. Fifty seven students, 51% male and mostly European-American (83.6%), from a large, public university and a local community college both in the Southeastern United States, wrote for 15 minutes on three consecutive days on their own personal computers, with assessment at pre-test, post-test and 30-day follow-up. Expressive writing did not significantly decrease stress or daily hassles, nor did treatment condition differ from the control condition on any of the factors examined. Discussion of participant factors explored possible ceiling effects due to low baseline distress scores and possible limitations related to employing a sample of students with disabilities who are currently receiving college-level support services. Other methodological and procedural issues were also discussed as they relate to best expressive writing practices as well as meeting the needs of students with disabilities. For example, although use of the computer for writing was deemed important for this group of participants, longer writing sessions that may be necessary to impact psychological outcomes could be difficult for students with disabilities. Future directions include qualitative analysis of writing samples in order to develop areas of concern for this population, beginning and ending expressive writing to align with the college academic calendar, as well as use of a control group without disabilities in order to control for baseline levels of distress. This document was created in Microsoft Word 2003.
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13

Teed, Kristi Marie. "High-stakes testing of students with disabilities." Online version, 2001. http://www.uwstout.edu/lib/thesis/2001/2001teedk.pdf.

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14

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.

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15

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.

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16

Brown, Jane Thierfeld. "Access to equity : the next step for women students with disabilities on the college campus /." Access Digital Full Text version, 1992. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11690586.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1992.
Typescript; issued also on microfilm. Sponsor: Cynthia Johnson. Dissertation Committee: Dawn Person. Includes bibliographical references (leaves 104-115).
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17

Olson, Lisa A. "Elementary children's attitudes toward peers with disabilities." Online version, 1998. http://www.uwstout.edu/lib/thesis/1998/1998olsonl.pdf.

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18

Williams, Judith Eaton. "Student Engagement among At-Risk Middle School Students with and without Disabilities." Thesis, Dallas Baptist University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=13428248.

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Every year millions of students drop out of school. Research indicates that student engagement is a major indicator of whether a student will or will not complete high school (Jackson, 2015). A student’s decision to drop out is not an instantaneous event, but one that occurs because of a developmental process of withdrawal (Finn, 1989). Student engagement is a student’s feelings of connectedness, belongingness, and valuing of school, developed early in a student’s academic career (Voelkl, 1997). Increased student engagement offers students a chance to increase their achievement in school. One measure of student engagement is increased participation in school (Finn, 1989). Staff members who take the time to build relationships foster a greater sense of connectedness to the school for the student. A greater sense of connectedness may increase the levels of participation in the school thus resulting in greater achievement. The current study found that the engagement levels of at-risk middle school students in grades six through eight with and without disabilities increased after a staff-led mentoring program. The current study used the Identification with School Questionnaire (Voelkl, 1996) to measure student engagement. In addition, the current study analyzed the staff-mentor perceptions of the mentoring program and found that the staff-mentors valued the relationships with the students, that they wanted to meet periodically to collaborate on ways to better reach the students, and that most of the staff contacted parents as a natural part of the mentoring process.

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19

Murray, Christopher J. "Relationships with teachers and bonds with schools: an examination of students with and without disabilities /." Thesis, Connect to this title online; UW restricted, 1998. http://hdl.handle.net/1773/7760.

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20

Neal, Jerry D. "Teacher interactions with students with and without severe disabilities in inclusive classrooms /." free to MU campus, to others for purchase, 1997. http://wwwlib.umi.com/cr/mo/fullcit?p9841355.

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21

Wright, Barbara Ann Hargis. "Employability skills acquisition for students with challenging behaviors /." free to MU campus, to others for purchase, 2003. http://wwwlib.umi.com/cr/mo/fullcit?p3115601.

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22

Hurst, Jennifer R. "Does physical disabilty truly create impairment in adjustment to college life?" Morgantown, W. Va. : [West Virginia University Libraries], 2006. https://eidr.wvu.edu/etd/documentdata.eTD?documentid=4529.

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23

Turnberger, Salome. "Assisting college students with learning disabilities by evaluating community college student development courses." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3068.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 96. Thesis director: Victoria Salmon. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Community College Education. Title from PDF t.p. (viewed July 3, 2008). Includes bibliographical references (p. 87-95). Also issued in print.
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24

Bergerud, Donna Burgess. "Textbook adaptations for secondary students with learning disabilities /." Thesis, Connect to this title online; UW restricted, 1987. http://hdl.handle.net/1773/7793.

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25

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.

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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
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26

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

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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.
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27

Hodges, Janet S. "Social Integration Among Undergraduate Students With Physical Disabilities." Thesis, University of North Texas, 1997. https://digital.library.unt.edu/ark:/67531/metadc278038/.

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The study's purposes were to understand how students with physical disabilities perceive a) normative pressures identified in Weidman's (1989) Model of Undergraduate Socialization as affecting their social integration; b) their own disability as influencing their social integration; and c) their levels of satisfaction with social integration.
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28

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

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29

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

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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.
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30

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.

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31

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.

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32

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

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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.
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33

Giuliano, Beatrice <1990&gt. "Foreign language anxiety in students with Learning Disabilities." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/6954.

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This thesis is about language anxiety, a specific psychological state that arises while dealing with a foreign language. Language anxiety can affect any student, but appears particularly prevalent in students with Learning Disabilities. The first chapter is a general introduction about how dyslexic students approach learning a second language, the difficulties they may encounter, and the methodologies and tools that may help them during the learning process. In order to contextualize, the second chapter presents some models of language teaching, testing and evaluation. In the third chapter, language anxiety is analyzed in various language education contexts through the lens of studies conducted by Horwitz (1986), Saito (1999) and Hollandsworth (1979) about Classroom, Reading and Test Anxiety. The specific case of language anxiety in students with Learning Disabilities is presented in sections 3.5 and 3.6, with a particular attention for teaching and evaluation strategies that could reduce it. The fourth chapter is dedicated to a study conducted by Paola Celentin (2013) of the Ca’ Foscari Research Center for Language Education, in the primary school of Auronzo di Cadore. The aim of this research was to analyze the approach to language testing and evaluation in both students and teachers in order to improve education methods and techniques. Celentin collected the data through a ten-item questionnaire administered to the students to understand how they feel before, during and after a test. This questionnaire, together with those administered to the students of the University of Texas (Horwitz 1986, Saito 1999, Hollandsworth 1979) were taken as a model and comparison tool for a further study (Chapter 6) at the Ca’ Foscari University. This study aimed to understand how dyslexic students deal with a foreign language lesson or exam, compared with their colleagues.
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34

Greyling, Elsab ̌C P. "Students with disabilities' experiences of support and barriers to their development at Stellenbosch University /." Link to the online version, 2008. http://hdl.handle.net/10019/843.

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35

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.

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36

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.

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37

Ablaeva, Yelena, and Yelena Ablaeva. "Inclusion of Students with Disabilities in Study Abroad: Current Practices and Student Perspectives." Thesis, University of Oregon, 2012. http://hdl.handle.net/1794/12426.

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While there has been an increase in the numbers of students studying abroad each year, the participation of students with disabilities remains low. As internationalization of higher education takes news steps, bringing along with it the myriad benefits of intercultural exchange, study abroad becomes an important and often required component of educational experience. This study explored the current practices and experiences of the inclusion of students with disabilities in study abroad programs. The interviews with 10 study abroad professionals, 5 students with disabilities, and 1 faculty reveal discrepancies in the perceptions of the current practices. In light of the findings of this research, I argue that the study abroad experience promotes higher levels of identity development for students with disabilities. I also propose recommendations to ensure the positive experience for both study abroad professionals and students with disabilities.
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38

Wilson, Michael Gregory. "Math course taking and achievement among secondary students with disabilities exploring the gap in achievement between students with and without disabilities /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8170.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Vitale, Regis A. "Homework can be challenging for students with learning disabilities /." Full text available online, 2006. http://www.lib.rowan.edu/find/theses.

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40

Roth, Kylie Ann. "Identifying Knowledge and Understanding of Learning Disabilities in High School Students Classified with Learning Disabilities." BYU ScholarsArchive, 2015. https://scholarsarchive.byu.edu/etd/6040.

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Research indicates that students with learning disabilities know little about their condition. The purpose of this study was to investigate the depth and breadth of high school students' understanding of their learning disabilities. Using semi-structured individual interviews, the researcher collected, transcribed, and analyzed data to determine 12 participants' knowledge of learning disabilities, about how they learn, and about their potential to succeed in school and adult life. Results indicate varying levels of self-knowledge and varying perceptions of future success.
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41

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.

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42

Holloway, Jenna, and Jacquelyn Mosley. "Sexual Assault among Students with Disabilities: The Hidden Victims." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/secfr-conf/2019/schedule/9.

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There has been a heightened effort to research the overwhelming prevalence of sexual assault on college campuses. Female undergraduates are the most common victims, with rates of one in five experiencing nonconsensual sexual contact during their college years. However, there is very little research that has examined sexual assault among students with disabilities. Students with intellectual disability are sexually assaulted at rates more than seven times higher than students with no disabilities. Thus, students with disabilities are hidden victims who experience sexual violence at extremely high rates. The current study used an online survey to assess the prevalence of sexual assault among students with disabilities at a large southern university. Findings may help inform future prevention efforts to help the high rates of sexual violence rates among students with disabilities on college campuses.
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43

Sneed, Zachery. "Postsecondary disability support services : a survey of achievement of national program standards /." Available to subscribers only, 2006. http://proquest.umi.com/pqdweb?did=1216756321&sid=4&Fmt=2&clientId=1509&RQT=309&VName=PQD.

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44

Maxville, Dale. "Social status and attributional style and their relationship to behavioral and emotional functioning among students with learning disabilities /." free to MU campus, to others for purchase, 2001. http://wwwlib.umi.com/cr/mo/fullcit?p3013001.

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45

Carter, Suzanne Malloy. "The difference in academic achievement between students with disabilities and students without disabilities after the implementation of collaborative instruction in Walton County." Click here to access dissertation, 2007. http://www.georgiasouthern.edu/etd/archive/spring2007/suzanne_m_carter/Carter_Suzanne_M_200705_edd.pdf.

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Thesis (Ed.D.)--Georgia Southern University, 2007.
"A dissertation submitted to the Graduate Faculty of Georgia Southern University in partial fulfillment of the requirements for the degree Doctor of Education." Under the direction of Abebayehy Tekleselassie. ETD. Electronic version approved: July 2007. Includes bibliographical references (p. 90-95) and appendices.
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46

Estes, Mary Bailey. "Choice for All? Charter Schools and Students with Disabilities." Thesis, University of North Texas, 2001. https://digital.library.unt.edu/ark:/67531/metadc2905/.

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In order to assess the extent and quality of special education services in charter schools in north Texas, the researcher examined data submitted to Texa Public Education Information Management System (PEIMS), and conducted qualitative interviews with selected charter school administrators. Five cornerstones of the Individuals with Disabilities Education Act (IDEA): zero reject, individualized education program (IEP), appropriate assessment, free appropriate public education (FAPE), and least restrictive environment (LRE), were utilized in the assessment of quality. Levels of expertise in federal disability law and fiscal barriers were explored, as well.
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47

Krezmien, Michael P. "Understanding disproportionate suspensions of minority students and students with disabilities a multilevel approach /." College Park, Md. : University of Maryland, 2007. http://hdl.handle.net/1903/6664.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Special Education. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Pingry, Laura Nicole. "Factors that predict graduation among college students with disabilities." Diss., Columbia, Mo. : University of Missouri-Columbia, 2007. http://hdl.handle.net/10355/4732.

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Thesis (Ph. D.)--University of Missouri-Columbia, 2007.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on September 28, 2007) Vita. Includes bibliographical references.
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Harader, Dana L. (Dana Lyn). "Paraeducators' Attitudes Toward Students with Disabilities: Implications for Staff Development." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278007/.

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This study identified the attitudes of paraeducators toward students with disabilities and the implications for staff development. The purpose of this study was to survey attitudes of paraeducators toward students with disabilities. The attitude and demographic information obtained through the survey were analyzed for its implications for staff development with paraeducators.
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Sears, Lekeia Shari. "Identifying Supportive Education Practices for College Students with Psychological Disabilities." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2175.

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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.
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