Browsing by Subject "Master of Special Education"
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Item Belief in Lunar Effects(2011) Scuffy, Crystal; Hyman, RandyResults from surveys distributed to six different social service settings showed only a few individual questions on the Belief in Lunar Effects (BILE) instrument as significant, not entire categories as discussed in the literature reviewed. Areas compared against in women against men, occupations, and degrees showed significance. The areas of age and years of experience were unable to show any type of significance. The qualitative data showed themes expressed with behavioral changes, concern for justification in behavior due to the moon, feelings regarding work, and continuation of belief in the full moon's effect on humans.Item A Change to RTI(2011) Kokotovich, Kelly; Hughes, Trudie; Nierengarten, GerryThe survey designed for this study was meant to examine teacher's satisfaction with their current method for determining eligibility for learning disabilities as well as gaining more insight into what interventions they currently take part in for this process. The current process being used by the schools participating is the severe discrepancy method in which a student of evaluated is given an IQ assessment as well as a formal academic assessment to see if there is a large enough difference between the two assessments to make the statement that a severe discrepancy exists. The survey also addressed the same teacher's knowledge of RtI and their thoughts on what this method would require from them. All participants that participated in this study are from one school district in southern Minnesota that is currently at the beginning stages of implementing RtI in their schools.Item The Effects of the SMART Board Technology Utilizing Interspersal of Known Items on Sight Word Recognition of Students with Reading Disabilities(2010) Nisius, Rebecca M; Marchel, Mary Ann; Hughes, Trudie; Brice, Lynn; Nierengarten, GerryFour grade school students received special education reading services then participated in a study to improve sight word recognition. All students improved regardless of type of service.Item General Educators' Attitudes toward Inclusion and Their Corresponding Adaptations to Curriculum(2011) Olson, Lynda; Nierengarten, Gerry; Brice, LynnThe purpose of the current phenomenological study was to identify how general education teachers’ attitudes about inclusion affect the use of adaptations for students with disabilities when participating in the general education setting. Participants were nine female general education teachers in one of two primary schools in a middle-size urban school district located in Northeastern Minnesota during the 2009-2010 academic year. Results indicated educators’ attitudes were affected by their perceived ability to teach students with disabilities. Other influences included: integrated classroom management, benefits of integration, benefits of special vs. integrated education, and disability type. Factors affecting the use of adaptations were the type of adaptation, student factors, resource factors, adaptation factors, teacher factors, and perceptions of successful adaptations. Suggested areas of need include districts providing additional resources to support the inclusion of students with disabilities. Implications for current practice include further training of per-service and in-service educators, identifying resources necessary to train classroom aides in administering adaptations, and identifying specific resources and how to implement them into various school settings. Implications for future research include further investigation of inclusion patterns based on disability type and further study of teacher perceptions of successful adaptations.Item Stories from the Spectrum: How Special Interest Areas Affect Writing Quality for Students with Autism Spectrum Disorders(2010) Sivertson, Krista; Hughes, Trudie; Nierengarten, GerryAutism Spectrum disorders affect one in 110 children in the United States today. Research has found that 60% of individuals with autism also have a learning disability in the area of writing (Calhoun & Mayes, 2006). Previously, the "fascinations" or "obsessions" of individuals with autism have been viewed as a deficit. No study to date has determined if written expression can be improved by incorporating special interests. Utilizing a strength-based model, the purpose of this study was to determine if Special Interest Areas affect writing quality for students with Autism Spectrum Disorders. Five participants in grades 2-5 were interviewed to determine their interest areas and each participant was provided with four writing prompts; two teacher-selected prompts and two SIA-based writing prompts. The results of this study indicate that Special Interest Areas positively affect writing quality for students with Autism Spectrum Disorders.Item Supervising Paraprofessionals: Necessary Skills for Special Educators to Learn in Teacher Licensure Programs(2010) O'Leary, Aaron M; Nierengarten, Gerry; Hughes, Trudie; Brice, LynnThe purpose of this phenomenological study was to examine supervisory skills special education teachers need to learn based on previous literature. Special education teachers, institute of higher education instructors, and paraprofessionals took part in the study. The participants completed online questionnaires that included items about supervisory skills learned by special education teachers in their teacher licensure programs, as well as how they supervised paraprofessionals. Stakeholder responses revealed several themes. Few special educators received supervisory training, especially in management, role clarification, meeting, orientation, and evaluation of paraprofessionals. Paraprofessionals reported little orientation and evaluation by special education teachers. All stakeholder groups noted the need for special educator training and establishment of communication and working relationship between special educators and paraprofessionals. Responses also reflected disagreement between special education teachers and paraprofessionals about how special educators supervise.