Browsing by Subject "Special education"

Now showing 1 - 7 of 7
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    Academic Achievement of Students in Special Education in a Socially Inclusive School
    (2018-05) James, Peter J
    The purpose of this study was to investigate the extent to which students with disabilities achieved academic growth in a school setting that emphasizes the importance of all students becoming full members of the classroom and school communities. The participants were 22 students who were students in the school's Special Education program for at least four years. As its basis for assessing academic growth, the study examined the reading and mathematics percentile rankings of Northwest Evaluation Association's (NWEA) Measures of Academic Progress (MAP) assessments conducted in the students' first and last years of enrollment in the school's Special Education program. The study found that nearly all students showed percentile growth in both reading and mathematics assessments, that the growth was independent of gender or the number of years in the school's Special Education program, and that students achieved, on average, higher than 50th percentile results on nationally-normed assessments of reading and mathematics.
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    Case study of the regional resource center program: a study of organizational change
    (2013-11) Hawes, Maureen Elizabeth
    The purpose of this study was to examine the policy, social, and behavioral dynamics of how the U.S. Department of Education's Office of Special Education Programs (OSEP) funded Regional Resource Centers (RRCs) evolved from individual centers into a national RRC Program. A critical instance study was used to examine the dynamics of how the RRCs have evolved into the national RRC Program, reflecting on policy context which led to the formation of the national Program, the challenges encountered, those that remain and the prospects of institutionalizing organizational change for the future. The investigation incorporated concepts related to Lewin's (1951) traditional perspective of organizational change as contemporary views incorporating Social Identity Theory (SIT). The case study approach used in this investigation involved data collection and analytic methods which encompass aspects of traditional change theory via a Force Field Analysis (FFA), while the method used to capture the more affective components of change was the Organizational Change Recipients' Beliefs Scale (Armenakis et al. 2011). Select staff interviews were also conducted in order to gather more qualitative data to better understand the underpinnings of the change process.This case study revealed a number of common driving and restraining forces that impact the organization's ability to establish equilibrium and move beyond a phase of transition. The convergence of data sources confirmed the identification of driving and restraining forces, which included the Program structure, trust, evaluation, and governance. Five major themes emerged from staff interviews that support the identification of a number of driving and restraining forces. The themes include: importance of relationship building, the role of communication in development of the organization, alignment of Program and state work, RRCP structure and its impact on organizational growth, and professional development. Findings also confirm the current status of the RRCP with regard to organizational socialization, role conflict and resolution, and intergroup relations.
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    A Change to RTI
    (2011) Kokotovich, Kelly; Hughes, Trudie; Nierengarten, Gerry
    The 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.
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    The Extent of Offering Online Learning for At Risk Students in Minnesota: With a focus on the Northern Region
    (2014) Watson, Chnice; Rauschenfels, Diane; Johnson, Christopher W.
    The structure of education is continuously evolving as more technology is being incorporated within educational sectors. Online education programs have grown significantly over the past decade, from online programs that are designed for college students, to some of America's most vulnerable populations such as K-12 students. Primarily designed for the advanced learner, it is apparent that technology has made education more accessible for all levels of education as well as diverse populations-in particular at-risk students. With online education programs increasing rapidly at 30% annually (Watson & Gemin, 2008), it is essential to evaluate the scope of online education programs in relation to diverse populace. This study evaluated education affiliates regarding their aspects on the effects of online educational programs in association with at-risk students. The current study was conducted over a regular school semester and covered Alternative Learning Center (ALC) schools statewide and conventional academic institutions within the region of northern Minnesota.
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    Integration and validation in hybrid-online teacher preparation: a case study of persistence in a Native American Special Education Licensure Program
    (2013-12) Patterson, Donna Rose
    This study explored persistence through the experience of professional studies students in a special education licensure program. The context of the study was a graduate level teacher preparation program delivered in a hybrid format of face-to-face and online learning environments. The goal of the program was to prepare teachers from a Native American perspective to work effectively with students with disabilities. The study focus was: the academic and social integration of students; the in- and out-of-class validating agents that fostered academic and interpersonal development; the perceived sense of preparedness to work Native American youth who are identified with a disability, and the bases of these perceptions; and differences between the Native American students and the non-Native students in their experience of integration, validation and preparedness. This study used qualitative methodology including program evaluation findings, individual interviews, a written survey, focus group and analysis of online postings. The participants in the study were 13 non-traditional graduate professional studies students. Results of this study suggested that both the online and the face-to-face learning environments contributed to academic and social integration. These integrating experiences were essential in creating a vibrant and supportive learning environment, and in supporting persistence. Validation was an important factor in developing a sense of belonging in the community, and in fostering self-efficacy as future special education teachers in diverse settings. Validating experiences came from both the face-to-face and online learning environments. Participants felt well-prepared to be a special education teacher in several skill areas: working with students and families, cultural awareness, ability to be a valued part of an effective team, and instructional strategies. Two areas of skills and knowledge were identified in which students did not feel well prepared: special education assessment and the paperwork associated with meeting the legal mandate of special education services. Differences between Native American and non-Native participants included the quality and quantity of giving and seeking support, reaction to challenges, and identified priorities. Key words: persistence, non-traditional, nontraditional, Native American, American Indian, hybrid, online, hybrid-online, integration, validation, professional studies, teacher preparation, special education, disability, disabilities.
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    Interview with Robert Bruininks
    (University of Minnesota, 1995-05-09) Bruininks, Robert H.; Chambers, Clarke A.
    Clarke A. Chambers interviews Robert Bruininks, current President of the University and former Dean of the College of Education and Human Development.
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    Seeking visual clarity: An examination of font legibility and visual presentation for elementary-level special education students.
    (2010-02) Haugen, Theresa Tetrick
    This study examined font and layout alternatives for mild special education children in third through sixth grade. Of this group, twelve were boys and two were girls, seven were suburban students and seven were urban students. During the first phase, the students were observed reading four different fonts, then the participant named the easiest font to read and the preferred font. During the second phase, an alternative math assignment format was designed by applying universal design guidelines. The student was then observed solving math problems on a traditional and an alternative format to see if format appeared to enhance the educational focus and performance of the special education student being observed. The data was analyzed in three ways: student reading behavior, student performance, and student perception and preference. Reading behavior was measured by noting behavior such as enthusiasm, boredom, restlessness, frustration, and engagement. Overall the following results were found. Participants were more restless while reading Comic Sans and Times. Incorrect words were evenly distributed across all of the fonts, however the students skipped more words while reading serif fonts. Times had the most skipped words but, curiously, the fewest misread words. Participants paused before words more often with the san serif fonts yet skipped entire words less often. Participants had read two sentences together more often while reading sans serifs, most noted with Comic Sans. Twelve out of 13 students chose a san serif as their favorite font from the group of four fonts. Of those 12, eight students chose Comic Sans as their favorite. Only four of fourteen participants said the easiest font was indeed the font where they missed the least number of words, sat the least restless, or appeared to be the most engaged. Of interest is whether the students' preference for san serifs is partially because many of their electronic devices such as game systems, iPods, computers, and cell phones feature san serif fonts. Perhaps students feel good about the font style featured on pleasurable devices and experiences. The curriculum format study showed a minimal difference in performance (an average of 9.5/12 for the traditional layout and 10/12 for the alternative layout) but a clear difference in preference. Ten out of 12 students (the two pilot study students were not given both format options) stated that they preferred the alternative curriculum design. This format featured less problems on a page to decrease distraction and integrated workspace for each problem. Students who worked out problems on the worksheet had more problems correct than the students who did most of the work in their heads, regardless of the curriculum format design. This alternative format has promise if teachers encourage students to work out problems using the workspace provided.