Browsing by Subject "special education"
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Item An analysis of the representational pattterns of English language learners receiving special education services in school districts in South Texas(Texas A&M University, 2007-09-17) Contreras, Diana LinnThis study examined the representational patterns of English language learners receiving special education services in school districts in South Texas. Additionally, this study identified school district characteristics that were related to the probability that an English language learner might be placed in special education programs. Data were collected from the Texas Education Agency'????????s Performance-Based Monitoring Analysis System 2004-2005 and Academic Excellence Indicator System for the 2003-2004 school year. Composition indices, risk indices, and relative risk ratios were calculated and reported for each of the school districts in Education Service Centers I (Edinburg), II (Corpus Christi), and XX (San Antonio) in the State of Texas (N=110). Pearson product-moment correlation coefficients were calculated to determine the direction and strength of the relationship among odds ratios and school district characteristics. These characteristics included total student enrollment, percentage of poor/underserved students, percentage of Latino students, percentage of English language learners, percentage of Latino teachers, and percentage of students in bilingual/English as a second language programs. Results indicated that English language learners in school districts in South Texas were more than twice as likely as their non-English language learner counterparts to receive special education services. Additionally, inverse relationships were documented for odds ratios equal to or greater than 2.00 and the school district characteristics of percentage of poor/underserved students, percentage of Latino students, percentage of English language learners, percentage of Latino teachers, and percentage of students in bilingual/English as a second language programs. It was concluded that there was an overrepresentation of English language learners receiving special education services in 77% (N=85) of the school districts in South Texas.Item Co-teaching: Using the CO-ACT to Identify Quality Co-teach Practices and Predict Academic Outcomes for Students with Disabilities(2012-02-14) O'Neil-Omelan, KirstenThis research was designed to examine patterns related to quality of Co-teach implementation, as evidenced by Co-teacher responses to the Colorado Assessment of Co-teaching (CO-ACT), and the usefulness of the CO-ACT in serving second purpose of predicting student academic outcomes. Participants consisted of 48 teachers (24 Co-teach partnerships) and 162 students with disabilities in grades 6-8 who were enrolled in a Co-teach class of the study?s partnerships during the 2007-08 school year. The CO-ACT examines quality of Co-teach partnerships through measurement of various factors linked to Co-teaching best practices, and provides a scoring system identifying partnerships as exemplary and non-exemplary. Student academic outcome data consisted of district-designed local assessments and statewide assessment measures. Student academic outcome data was collected and analyzed for students with disabilities in identified Co-teach partnerships. Four areas were examined in relation to the CO-ACT and its ability to predict student academic outcomes: a) whether the CO-ACT was able to predict student academic outcomes; b) the importance of the individual factors; c) the impact of the degree of Co-teacher agreement of practices; and d) analysis of these areas by subject area (math, reading, science and social studies). These four qualities were the basis for the four research questions for the study. Specifically, the aim of the study was to identify correlations among the qualities of each Co-teach partnership, and to determine whether there was a relationship between the quality of the partnership and student academic performance. Study findings indicated that in the area of math and science some CO-ACT factors were statistically significant in predicting student academic outcomes. However, when taking all study analysis into consideration, overall the results indicated that the CO-ACT did not provide statistically or practically significant predictions of student academic outcomes. Although the CO-ACT was designed to measure the presence of behaviors within a Co-teach setting that are reflected within the Co-teach literature as best practices, the exemplary or non-exemplary practices of Co-teachers did not appear to correlate with student academic outcomes. Implications of findings and recommendations for further research are discussed.Item COTEACHING IN A HIGH SCHOOL HISTORY CLASS:(2010-07-14) Covington, Linda E.Coteaching is one instructional delivery model that purports to provide students with supports they need to succeed in the general education setting. This case study used qualitative methodology, which was supplemented by quantitative data, to explore the instructional factors that may contribute to the achievement of high school students with learning disabilities who are placed in a cotaught setting. An optimal environment was created for coteaching and included careful selection of the cotaught team, support from the campus administration, initial and ongoing training for the coteachers, and the creation of common planning periods. Two cotaught classrooms were observed for one semester, and five students with learning disabilities were selected from these classrooms for observation and interview. Additional data included interviews with the campus principal, campus teachers, and the coteachers, as well as weekly observations using the Stallings Observation System. Interviews and observations suggested that there was little change in teacher or student behaviors.Item Curriculum-Based Measurement as an Intervention: A Literature Review and Meta-Analysis(2014-04-29) Williams, Cara DeMarisA two-article dissertation format is provided. The first article is a literature review of Curriculum-based measurement (CBM) as an intervention and has three purposes: a) describe foundational components of CBM; b) explain CBM as an intervention versus an outcome measure; and c) examine connections between CBM and RtI. The second article, a meta-analytic study, addresses CBM in mathematics (CBMM) as an intervention and examines specific outcomes for students in grades K-12, including those in general education and special education, when detailed feedback was utilized, and when detailed feedback was not incorporated. The three research questions include: (a) What are the effects of implementing CBM-M as an intervention when digits correct are assessed for computation and concepts and applications? (b) What are the effects of CBM-M as an intervention when problems correct are assessed for computation and concepts and applications? and (c) What are the effects on overall mathematics achievement when CBM-M as an intervention is implemented? Upon completion of the meta-analysis, results indicated that when digits correct are assessed for computation, all students had a higher statistically significant effect when detailed feedback was utilized. More specifically, students in general education experience higher effects when detailed feedback is used, while students in special education benefit from CBM with or without detailed feedback. No studies were found for addressing concepts and applications with digits correct. When addressing problems correct for computation, all students had the most statistically significant benefit when detailed feedback was incorporated, yet students in general education had the most benefit. Much more data is needed in the area of problems correct for concepts and applications. From the data gathered, small non-statistically significant effects were found for all students without the inclusion of detailed feedback, yet a negative non-statistically significant effect was found for students in special education. Not enough data was found to assess the use of detailed feedback. In terms of overall mathematical achievement, data was only found for the inclusion of detailed feedback. Results indicated that students in general education achieve small statistically significant effects, while students in special education did not show an effect at all. Overall, using detailed feedback produced higher statistically significant effects for students in both general and special education. Most research has been conducted in the area of computation for grades 3-6. Much more research is needed in the areas of concepts and applications, overall mathematical achievement, and at the secondary grade levels. Both articles, the literature review and meta-analytic study, are discussed separately.Item Expert Secondary Inclusive Classroom Management(2011-02-22) Montague, MarciaThe purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students with severe cognitive disabilities, including autism, intellectual disability, and traumatic brain injury were of interest in this study. Further, this study was designed to determine how the teachers learned to expertly manage their inclusive classrooms. Eight teachers met criteria for inclusion in this study as expert teachers, through confirmed nomination, experience requirements, holding required teaching certifications, and through evidencing positive impacts on their included students with disabilities. Interviews were conducted with these eight teachers, in addition to telephone interviews with their special education teaching peers. Through a constant-comparative method of data analysis, it was found that teachers learned to manage their inclusive classes in a variety of ways. They learned from traditional opportunities, self-directed learning, and through learning from others. Each of these teachers engaged in continual learning strategies that began during pre-service preparation and continued through professional development while in-service. Additionally, the teachers in this study managed their classrooms in a variety of ways which addressed student learning, the environment, and student behavior. Management of student learning was evidenced through 17 identifiable practices, including ones such as modifying product expectations, including multi-sensory opportunities, and including real-world applicability. Teachers managed their inclusive classroom environments through 11 different practices, such as establishing a structure with rules, working as a whole group/class, and creating a calm learning environment. Management of behavioral expectations was executed by these expert teachers through 12 distinct management practices, including consistency with consequences, maintaining a respectful attitude ant tone with the class, and being aware of student stressors. Management practices of these expert teachers additionally aligned well with the principles of Universal Design for Learning (UDL).Item Meta-analysis of Video Based Modeling Interventions for Individuals with Disabilities: Procedure, Participant, and Skill Specificity(2012-07-16) Mason, RoseThe purpose of the present research was to address gaps in the video based modeling (VBM) literature through the use of meta-analytic techniques to provide clarity and specificity regarding the practical utility of VBM for participants with disabilities. Two meta-analyses of published single-case VBM research were conducted. Improvement rate difference, an effect size measure, was utilized to analyze the fifty-six single-case studies. The purpose of study one was to determine if differential effects occurred based on the type of model utilized and variations in procedural implementation. In addition, the quality of research was evaluated. The purpose of study two was to determine if participant characteristics, intervention components by participant characteristics, and targeted outcome moderated the effectiveness of video modeling with other as model (VMO). Results of Study One indicated moderate to strong effects for both VMO and video self-modeling, however, when further disaggregated based on type of model utilized, VMO with adult as model demonstrated statistically significant superiority in terms of outcome effects. Results also indicated VBM with reinforcement demonstrated greater effects than when delivered alone or as part of a package. Additionally, the evaluation of quality of research indicated a tendency of the previously published VBM research not to evaluate treatment integrity. Study Two found that age and diagnosis moderate the effectiveness of VMO, although strong effects were found across levels for both moderators. VMO was found to be more effective for elementary age participants and participants with autism spectrum disorders. Additionally, VMO with reinforcement demonstrated statistically significant stronger effects for participants with ASD than when it is delivered alone or as part of a package. However, VMO delivered as part of a package was more potent for participants with developmental disabilities. Considering targeted outcomes, the results indicated strong effects across skill areas, however, VMO was found to be most impactful when utilized to improve play skills versus other measured skills. Implications related to the practical application of VBM for individuals with disabilities particularly in regards to treatment decision making were discussed. Additionally, implications for future research were addressed.Item Parental perception of participation in special education: examining differences across child educational levels Hispanic and white families(Texas A&M University, 2004-09-30) Krach, Shelley KathleenThis study discussed past research, litigation, and legislation that pertained to the topics of parental involvement in special education. Past barriers were discussed that kept parents from interacting and suggestions were provided for future help in overcoming these barriers. In particular, parental perceptions of their roles as communicators and decision makers in the special education process were examined in terms of ethnicity and child?s educational level. Very few items found differences between the perceptions of Hispanic parents when compared to the perceptions of white parents; and some items found as children advance academically, there is less agreement among parents that they were able to be good communicators and good decision makers. Still, this research study showed that, overall, parents in Texas perceive that schools are allowing them to at least adequately fulfill these roles. Thus, the results of this study are much more positive than past research, which indicated that parents felt left out of their children?s education. This more positive perception could be a result of legislation passed to ensure parental roles in educational decision making; it could be a result of actions taken by the state of Texas to monitor the enactment of this legislation; or it could be because schools are taking a more active role in providing best practice services to students and parents in terms of communication and decision-making opportunities; or it could be because the parents who answered the survey were particularly compliant or complacent.Item Predicting Math Achievement Using the SMALSI as a Measure of Motivation and Learning and Study Strategy Use(2012-10-19) Kahn, David AndrewThe purpose of this study was to evaluate the School Motivation and Learning Strategies Inventory (SMALSI) and the AIMSweb Math Winter Benchmarks to determine if they could be used by school personnel to identify students at-risk of low performance in mathematics. Previous research shows strategy use enhances math achievement and math fluency predicts math achievement. It was thought that if scores on the SMALSI and AIMSweb Math Winter Benchmarks were found to correlate to scores on the math subtests of the Woodcock-Johnson Tests of Achievement (WJ-III) and the TAKS Math Test, then this would provide evidence for using the SMALSI and AIMSweb Benchmarks for identifying students at-risk of learning problems in mathematics. Participants (n = 176) completed the AIMSweb Math Winter Benchmarks, the SMALSI, the math subtests of the WJ-III, and the TAKS Math Test. None of the scales of the SMALSI were statistically significant predictors of the variance in performance on the WJ-III when used individually. The Writing/Research Skills scale explained the most variance as an individual predictor. When all nine scales were used as predictors, they explained a statistically significant portion of the variance on the WJ-III, with the Reading/Comprehension Strategies scale being the most significant predictor. The level of learning and study strategy use predicted more of the variance in performance on the WJ-III for students in Fifth Grade than for students in Third and Fourth Grade, even though the level of strategy use remained the same across the three grade levels. In general, females reported using more learning and study strategies and more anxiety during test-taking situations while males reported lower academic motivation and more attention/concentration difficulties. Finally, the AIMSweb Math Winter Benchmarks explained a statistically significant portion of the variance in performance on the WJ-III and the TAKS Math Test. Based on these results, the SMALSI would be a useful screening tool for identifying students who require explicit instruction of learning and study strategies designed to enhance math achievement, and the AIMSweb Math Winter Benchmarks would be a useful screening tool for identifying students at-risk of academic difficulties in mathematics.Item Stories of the Unheard: A Case Study of Five Mexican American Dropouts Labeled as Demonstrating Learning Disabilities(2012-11-27) Villafranca, Darlene 1975-This qualitative study examined the dropout crises from the perspectives of Mexican American dropouts labeled as learner disabled who were receiving special education services. Such study is imperative as this group increases both in school and in special education classes. There were two research questions that guided the study: 1. What are the perceptions of Mexican American dropouts who participated in a special education program regarding their educational experiences? 2. What were the factors that influenced these students? decisions to drop out of school? From the participant interviews, historical academic documents, and rich-descriptive information gathered from the students? voices, three themes were revealed as the primary reason for dropping out of school: non-responsive school culture, lack of supportive environment, and social factors. It was evident in the data collected that the school culture was unfavorable toward their learning and in meeting successful graduation requirements. Under non-responsive school culture, the following subthemes emerged as underlining factors to their dropping out: (a) low expectations, (b) non-caring for the student, (c) ineffective curriculum content, and (d) social issues at school. School-related factors such as the lack of a supportive environment revealed the following subthemes: (a) symptoms of school failure, (b) negative learning environment, and (c) culturally non-responsive instruction. Other attributing factors for dropping out of school included family structures and peer pressure. While each of the participants had unique experiences, each attributed non-responsive school culture, lack of supportive environment, and social context as major factors for dropping out of school. Therefore, the significance of this study lies in the potential to impact Mexican American student achievement in the reduction of dropouts.Item TAKS scores of general education students in secondary co-teach classes in a Texas school district(Texas A&M University, 2008-10-10) Neugebauer, Nancy GuidoInclusion of students at all levels is a challenge. The acceptance of this challenge, however, has been mandated by the No Child Left Behind and the Individuals with Disabilities Education Improvement Act of 2004. Co-teaching is one among the service delivery models of inclusion implemented in the general education classroom (Rea & Connell, 2005; Weiss & Lloyd, 2002). This study compared the achievement of general education students in general education classes to the achievement of general education students in co-teach classes to determine if there is a significant difference in the achievement of general education students because of participation in a co-teach classroom instructional arrangement. The population of this quantitative study consisted of secondary general education students from a large suburban school district in Texas conducting science and social studies courses in both co-teach and non-co-teach classrooms. The t-test for the two independent samples was used to determine the statistical difference between the mean Science scores and the mean social studies scores of the treatment group and the comparison group on the Texas Assessment of Knowledge and Skills in science and social studies. An alpha level of .05 was used as the standard of significance on all tests. Two-way ANOVA was used to determine student achievement differences in treatment and/or comparison groups by gender, ethnicity, English language learner status, and socioeconomic status. Post-hoc analysis of the impact of ethnicity was also undertaken. Results indicate that general education students performed at higher levels in regular Science classes than in co-teach science classes. Results also concluded that general education students performed at higher levels in regular social studies classes than in co-teach social studies classes. Significant student achievement variations were also found to be correlated with each of the other variables considered. Recommendations for further research and stakeholders were provided.Item The Influence Of Special Education On Education Support Of Ethnic Students As Perceived By Administrators And Teachers In Selected Public Schools In Education Service Center, Region 20, Texas(2011-10-21) Faldik, Nancy JeanThe purpose of this study was to identify educators' beliefs indicating the most preferred support for students with disabilities in the general education classroom setting. This study examined professional educators' attitudes regarding four student supports (motivation, accommodations/modifications, academic improvements, and social issues) for students with disabilities in the inclusive classroom. In addition, the goals of this study included public school educators' attitudes toward the aforementioned four areas of support, specifically within three student ethnic groups (Hispanic, African American, and Whites). The final goal of the study was to compare the attitudes of each of the organizational roles (administrators, general education teachers, special education teachers, and others) regarding motivation, accommodations/modifications, academic improvements, and social issues of students with disabilities participating in general education inclusive classrooms. The findings from this research indicate: 1. Educators perceive accommodations/modifications to be the most beneficial support to offer all students with disabilities in the general education inclusive classroom. 2. Educators perceive accommodations/modifications to be the most beneficial support to offer all students with disabilities in the general education inclusive classroom, regardless of ethnic origin. The results of this study reveal no difference in educators' attitudes within the three student ethnic groups. 3. Administrators, general education teachers, and the organizational role of other professionals in the school believe the primary focus for student support in the inclusive classroom should be on incorporating appropriate accommodations/modifications. 4. Special education teachers perceive academic improvements (differentiated instruction) as their first preference of student support for children with disabilities in the inclusive classroom. The overall findings in this study clearly reveal a pattern of educators' preferences regarding the four student supports for students in special education programs. Accommodations/modifications is the first focus of support for educators to implement, followed by academic improvements (differentiated instruction). The pattern continues with educators indicating motivation to be the third student support and social issues to be the fourth preference.Item The representation of migrant students in special education in the state of Texas(Texas A&M University, 2005-11-01) Razo, Nancy PenaMigrant children are considered one of the most at-risk populations in the United States. They confront multiple obstacles of poverty, poor health, mobility, and limited English proficiency (LEP). These factors contribute to the difficulties that migrant children may encounter in the educational system. Once a migrant student is identified as having a disability, he/she faces problems not only because of his/her migratory lifestyle but also because of his/her disability. Little research has been conducted regarding migrant students with disabilities. Many questions remain unanswered. Some of the literature alludes to an underrepresentation of migrant students in special education, but no empirical research exists. The purpose of the study is two-fold. The first is to examine the extent of the migrant student population that is currently identified as having disabilities in the school districts across the state of Texas. The second purpose of the study is to examine the common characteristics of school districts that have a disproportionate representation of migrant students served by special education. Data for the 2000-2001 school year was obtained from the Texas Education Agency (TEA) from their Public Education Information Management System (PEIMS) and the Program Analysis System (PAS). There were 223 districts included in the sample. There were 71,656 migrant students in the sample with 9,078 migrant students receiving special education services. Migrant students across the state of Texas were primarily Hispanic and economically disadvantaged. Forty five percent of all migrants were also LEP. Although 12% of the migrant population across the state received special education services during the 2000-2001 school year, further analysis demonstrated that there was a higher percentage of migrant students that received services under the Learning Disability category when compared to all students, excluding migrants. There were also a number of districts that had an overrepresentation of migrant students that received special education services, while others had an underrepresentation of migrant LEP students that received special education services. Overall, this study indicates that there is a disproportionate representation of migrant students that received special education services across the school districts of Texas.