Specialist in Education, Miami University, 2005, School Psychology

This paper examined how the advocacy movement leading up to the passage of the Education for All Handicapped Children Act of 1975 (P.L. 94-142) succeeded. Extensive interviews were conducted with key players in this movement and findings were triangulated with the literature to generate a more comprehensive schema of the factors involved in the passage of P.L. 94-142. The P.L. 94-142 schema was then compared and contrasted with advocacy schemas from other landmark movements to highlight the unique nature of this movement and to illustrate that different movements require different advocacy schemas. This paper also presents limitations and recommendations for future research and practices.

Committee: Doris Bergen (Advisor) Subjects: Education, Special

Specialist in Education (Ed.S.), University of Dayton, 2023, School Psychology

Traumatic Brain Injuries (TBI) can have a devastating impact on victims and their families. Families living in rural communities experience unique barriers to receiving care for complex medical needs. While little research exists surrounding TBI specifically, medical staff, school staff, and caregivers for children with complex medical conditions report a range of barriers and facilitators to coordinating care for their child. The current study explored the experiences of rural caregivers for children with TBI, gaining the insights of caregivers, school staff, and medical professionals who cared for a child with a TBI who transitioned to public school after the injury. Themes included the need to navigate complex situations, support from small communities, isolation and loneliness, differences in experience based on severity of injury, and feelings of hope. Barriers to quality care coordination included navigating complex situations, access to transportation, and lack of communication or education from agencies. Facilitators included support from small communities and interagency communication. Based on information from the interviews, more comprehensive coordination between agencies is recommended, including care coordination that was not limited to that covered by insurance. Implications for practitioners include being cognizant of the difficulties caregivers face, providing flexibility due to transportation barriers, creating more comprehensive care for students with mild TBI, and providing more education.

Committee: Susan Davies (Committee Chair) Subjects: Developmental Psychology; Early Childhood Education; Education Policy; Educational Psychology; Families and Family Life; Health Care; Health Care Management; Physical Therapy; Psychology; School Administration; School Counseling; Special Education; Sports Medicine

Master of Arts, Wittenberg University, 2023, Education

The present study investigated how the implementation of High Leverage Practices related to instruction in the general education classroom impact teacher confidence in meeting the needs of students with and without disabilities. A group of 5 elementary teachers participated in this study in which they were asked to implement one practice in their classroom. Teachers were asked about their confidence and knowledge of High Leverage Practices via a survey. Meetings with teachers were also conducted at the beginning, middle and end of the study. The results showed that there was no significant change in teacher confidence when High Leverage Practices were implemented into the classroom instruction. This study provides valuable information to the field of High Leverage Practices and the impacts on teacher confidence to service students with and without disabilities in the classroom.

Committee: Sally Brannan (Committee Member); Amy McGuffey (Advisor) Subjects: Education; Elementary Education; Special Education

Specialist in Education (Ed.S.), University of Dayton, 2023, School Psychology

The Child Find mandate expects local school districts to identify children with suspected disabilities and provide a multi-factored evaluation in a timely manner. However, it is difficult for school districts to be aware of needs in children ages 0-5 before they start school. Although all states must meet the standards for finding children in need for intervention, the number of children with development delays is far higher than the number of children enrolled in intervention services. One way to meet this need is through physicians partnering with their local district to aid in the identification process. The purpose of this study was to determine the relationship between a physician's years of experience and understanding of the referral process, as well as to better understand barriers between physicians and a school district that could limit the referral process. Through a mixed method constructivist design, using surveys and an in-depth interview, ten physicians located within the district provided insight into their understanding of the referral process, barriers to referrals, and strategies to improve the physician/district collaboration. A Pearson Correlation found no correlation between years of experience and understanding of the referral process. Responses to open-ended questions and the in-depth interview indicated perceived barriers due to limited physician/district communication. Collaboration was desired; however, physicians expected the district take the initiative to arrange informative meetings. The results of this study could be used to improve collaboration and communication for the improvement of the referral process.

Committee: Susan Davies (Committee Chair); Deborah Turner (Committee Member); Scott Hall (Committee Member) Subjects: Education; Educational Psychology; Special Education

Doctor of Philosophy, The Ohio State University, 2021, EDU Teaching and Learning

This qualitative study explores the transition to kindergarten special education of four Somali autistic children in Minneapolis, Minnesota. This dissertation answers a single, two-part research question: What aspects of the transition to kindergarten process do stakeholders find facilitate the transition process? What parts of the transition do stakeholders find impede the transition process? I addressed these questions by engaging a range of stakeholders and by using the following data collection methods: (a) individual, semi-structured interviews, (b) participant observation, (c) focus group interviews, and (d) collection of relevant artifacts. I used Bronfenbrenner's Ecological Systems Theory (1979) as a framework for understanding the systems which supported and impeded the successful transition to the kindergarten of Somali autistic children. Findings highlight Somali autism parents, faith, Somali disability services professionals, and day treatment (St. David's) as supportive of families. Families' reported several barriers, including discrimination of Somalis in the US, stigma surrounding autism in the Somali community, and poor relationships between families and schools.

Committee: Leslie Moore (Advisor); Laurie Katz (Advisor) Subjects: Education; Special Education

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2020, Leadership Studies and Human Resource Development

This exploratory case study identified administrative competencies that multiple stakeholders perceive to be important for fostering an inclusive and accessible learning environment for students with disabilities in a small, suburban school district located in Southwest Ohio. It consists of a comparative assessment of stakeholder perceptions of core administrative competencies including both knowledge and skills for leaders of special education programs as defined by the Council for Exceptional Children's (CEC's) standards. To investigate Research Question 1, this study utilized a survey to gauge the importance of each standard to multiple stakeholders in the educational process. Research Question 2 was investigated through open-ended survey questions asking stakeholders to provide additional competencies that they feel need to include the CEC standards in order to develop a more comprehensive list of inclusive leadership. Notably, data gleaned from quantitative analysis found that the administrators group marked higher priority than special education teachers and parents on the two competencies pertaining to 1) ongoing evaluations of Special Education programs (SPED) and personnel, and 2) data driven decision making regarding SPED programs and services. Further, overall school administrators tended to mark high priority on the multiple sets of survey items related to the skills compared with the other stakeholder groups. The findings for Research Question 1 suggest that future research should revolve around developing ways to assess SPED programs, services, and staff as well as reliable, consistent data sources to base these and other decisions pertaining to SPED programs upon. Another possible avenue of inquiry would be to seek to understand special education teachers varying perspectives regarding the priority they place on the individual CEC standards. Data regarding Research Question 2 yielded novel practices; knowledge items that emerged from the research incl (open full item for complete abstract)

Committee: Ahlam Lee Ph.D. (Committee Chair); Gail F. Latta Ph.D. (Committee Member); Shirley Curtis Ed.D. (Committee Member) Subjects: Educational Leadership; Elementary Education; Organizational Behavior

Doctor of Philosophy (PhD), Ohio University, 2019, Curriculum and Instruction (Education)

Scholars have recommended a new practice-based vision of special education teacher preparation where high-leverage practices serve as the foundation to help bridge the existing research-to-practice gap in order to improve outcomes for learners with complex learning and behavioral needs. Using a qualitative case study design, this research explored special education teacher educators' perceptions of the need for and significance of high-leverage practices in the undergraduate coursework at a mid-size, Midwestern public university. Analysis of the data revealed that the participants were not aware of the high-leverage practices intended for all beginning special education teachers by name, however the content of these practices were being taught in their undergraduate courses. These findings are attributed to the presence of the CEC Standards for Professional Practice and the participants' perceptions of teaching and learning. Their perceptions were found to be influenced by: (a) the individual characteristics of the teacher educators, (b) the context of their work, (c) their focus on the success of teacher candidates, and (d) the instructional methods they used in their university classrooms. These findings have implications for teacher education as well as suggestions for future research.

Committee: Jennifer Ottley (Committee Co-Chair); Dianne Güt (Committee Co-Chair) Subjects: Education; Higher Education; Special Education; Teacher Education; Teaching

Doctor of Philosophy, The Ohio State University, 1981, Graduate School

Committee: Not Provided (Other) Subjects: Education

BS, Kent State University, 2017, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

Assistive technology devices are being utilized more frequently in classrooms for accommodations and modifications, especially for students with disabilities. These devices can be high technology devices containing batteries, or low technology devices which may be inexpensive and do not require batteries to be used. Throughout the thesis, the use of high technology devices and low technology devices is specified to introduce the idea of integrating devices into general education and special education classrooms. Furthermore, resources are provided regarding learning more about specific devices, how to further implement technology in the classroom, and catalogs to buy devices.

Committee: Robert Cimera Dr. (Advisor); Sloane Burgess Dr. (Committee Member); Annette Kratcoski Dr. (Committee Member); Natasha Levinson Dr. (Committee Member) Subjects: Special Education

Doctor of Philosophy in Urban Education, Cleveland State University, 2007, College of Education and Human Services

This case study examines the problem of disproportionality in special education in an urban school district in Northeast Ohio. Disproportionality occurs when the risk for being identified in a particular disability category is not proportional to the population being considered. The problem of disproportionate representation of racial groups in certain categories of special education is significant because it is only seen in the “judgemental” categories. That is, categories such as ED and SLD, where the determination for eligibility is subjective and based on professional judgement and inference, as opposed to non-judgemental categories such as OHI, blindness, deaf, orthapaedic and TBI, which have known organic causes. African-American students were found to be disproportionately represented in the categories of Emotional Disturbance (ED) and Cognitive Disability (CD). Through interviews and surveys with teaching staff and school psychologists, the influence of teacher beliefs and biases that impact the identification and referral of students to special education were revealed.

Committee: Judy Stahlman (Advisor) Subjects:

Master of Arts, The Ohio State University, 2024, Educational Studies

Despite a federal mandate for all students to make progress on literacy skills, the increased importance of literacy for students with complex communication needs (CCN) and research demonstrating students with CCN can gain foundational literacy skills, these skills are not always prioritized for students with CCN. This online survey of 131 special education teachers in a Midwest state collected data on the literacy experiences of 217 of their students with CCN in grades K-12. Research questions investigated students' literacy experiences, literacy skills targeted and their alignment with the five essential components outlined by the National Reading Panel (NRP, 2000). These were answered using descriptive statistics. Findings show increased phonics on phonics skills; however, researchers also found many students did not have IEP goals focused on literacy skills aligned with NRP components, and literacy instruction rarely involved using curricular materials that have been validated for students with CCN through experimental research.

Committee: Peter Paul (Committee Member); Matthew Brock (Advisor) Subjects: Reading Instruction; Special Education

Doctor of Education (Ed.D.) in Organizational Leadership , Franklin University, 2023, International Institute for Innovative Instruction

Students with disabilities, when placed in out-of-district separate special education placements, are removed from their typically developing peers in their local public school. Positive peer interaction is important for students, not only for academic success, but also in helping students to create their identity (King, et al., 2017). This is particularly important for students diagnosed with autism. The purpose of this project was the formulation of evidence-based, practical recommendations to create a high-quality special education program for high school students with autism so that they can return to their local public school. This dissertation used qualitative methods to collect data. The focus of the research was on understanding the individual needs of the selected students, as identified in their individualized education plans (IEPs). Through interviews with administrators (such as superintendents, directors of special education, and principals) evidence-based practices were identified that can be implemented in in-district special educational programs that can support high school students with autism to return to their local public school and be educated appropriately alongside their peers.

Committee: Donis Toler (Committee Chair); Sarah Jouganatos (Committee Member); Teresa Plummer (Committee Member) Subjects: Education Philosophy; Educational Leadership; Educational Theory; Secondary Education; Special Education

MARCH, University of Cincinnati, 2017, Design, Architecture, Art and Planning: Architecture

It is a question that has been asked by educators for decades—How do we educate those at the margins? The answer has never been simple, but it has been worth pursuing. The needs of diverse individuals are not easily generalized, but they do prove to be, in many ways, architectural. This is thrown into sharp relief as children with special needs are integrated into public schools through inclusion programs. Students find themselves in unfamiliar environments that were not designed to accommodate people who learn the way that they do. The new spaces that they find themselves in, rather than responding to a behaviorist educational approach, are designed to accommodate a more constructivist one, and some of the many benefits of inclusion are mitigated by this shift. Because this problem is one created by architecture, it is best solved by it. Through extensive affordance-based observation, classroom behavior reveals patterns of needs that can be addressed through architectural interventions. By grouping these patterns, four key objectives can be identified: -Reinforcement of Inward Focus -Construction of Centralized Transitions -Opportunities for Sequence -Opportunities for Sensory and Motor Stimulation Optimal architectural strategies for each of these objectives is examined at the scale of the individual, the scale of the classroom, and the scale of the school, and a specific, adaptable language is developed through the layering of these strategies. The diverse nature of existing general education schools mandates this adaptability, and to demonstrate it, College Hill Fundamental Academy, an elementary school in the Cincinnati Public School District, serves as a case study. The school requires and accommodates interventions through the employ of the developed language, accessibility improvements, and programmatic additions that inhabit an added structure.

Committee: Elizabeth Riorden M.Arch. (Committee Chair); Thomas Bible M.C.E. (Committee Member) Subjects: Architecture

Doctor of Education (EdD), Ohio University, 2017, Educational Administration (Education)

A principal has many responsibilities; high on this list includes the need to be educated in current special education requirements to serve students with disabilities. The purpose of this study was to explore the amount of special education legal knowledge that secondary principals in Ohio possess. Demographic information, perceived special education legal knowledge, and potential professional learning needs data were collected through an online, researcher-developed survey. Via an initial email followed by reminder emails and phone calls to respondents, 1,587 secondary principals in rural, suburban, and urban school settings in Ohio were invited to respond to the survey. Two hundred forty-five principals participated in the study. Respondent data provided evidence that the area of special education legal knowledge of highest confidence for principals is in Individualized Education Program (IEP) document compliance. Specifically, respondents had the highest levels of legal knowledge in the following sections of the IEP document: nonacademic and extracurricular activities, meeting participants, specially designed instruction (specific to the differences between and accommodation and a modification), least restrictive environment, and the student profile. The area of lowest special education legal knowledge included principal knowledge of how to work within the dispute resolution process. Specific areas in this process include: impartial due process hearing, working with an IEP facilitator, the mediation process, preparing for an administrative review, and understanding how to use the Ohio Operating Standards for Children with Disabilities. There were statistically significant differences in the way male and female respondents viewed their own special education legal knowledge (p = .004). Females viewed themselves as more knowledgeable. There were statistically significant differences in the way urban respondents viewed their own special education legal knowledge (open full item for complete abstract)

Committee: Leena Landmark PhD (Committee Co-Chair); Krisanna Machtmes PhD (Committee Co-Chair); Dwan Robinson PhD (Committee Member); Dianne Gut PhD (Committee Member); Charles Lowery PhD (Committee Member) Subjects: Education; School Administration; Special Education

Doctor of Philosophy, The Ohio State University, 1978, Graduate School

Committee: Not Provided (Other) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1975, Graduate School

Committee: Not Provided (Other) Subjects: Education

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

GATES, JUSTIN J., Ph.D., December 2014 Education, Health, and Human Services A LEGISLATIVE AND JUDICIAL ANALYSIS OF INDIVIDUALIZED EDUCATION PROGRAM RELATED SERVICES (439 pp.) Director of Dissertation: Stephen B. Thomas, Ph.D. The purpose of this research is to analyze U.S. and Ohio legislation and case law as they relate to related services provided through an individualized education program for students with disabilities. Chapter one provides an introduction to the study. Chapter two provides a review of literature associated with related services as part of a student's individualized education program, as well as the legislative history of the Education of All Handicapped Children Act of 1975 (PL 94-142) and in 1990 renamed the Individuals with Disabilities Education Act. Chapter three details the methodology with which the study will be conducted. Next, in chapter four case law is reviewed to determine how state and federal courts have ruled in disputes between parents and local education agencies regarding the provision of related services as part of a student's individualized education program. In chapter five, the dissertation identifies IDEA's intended purpose specifically regarding related services. Additionally, chapter five also ascertains the specific outcomes of case law pursuant to the IDEA and related services, details the similarities and differences in cases involving related services, and specifies the trends in case law and judicial decisions. Finally, chapter six provides guidelines concerning the provision of related services for students with disabilities to school board members, superintendents, district and building administrators, general and special education teachers, related service providers, the Ohio Department of Education, and Ohio and Federal legislators. Disagreements can occur between parents and school districts on the provision of related services to (open full item for complete abstract)

Committee: Stephen Thomas (Advisor); Joseph Giancola (Committee Member); Thomas Brewer (Committee Member) Subjects: Education; Educational Leadership; Special Education

PHD, Kent State University, 2014, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

The overarching purpose of this study was to explore how special education administrators experience spirituality in their work. Specifically, it sought to understand the meaning they make of their work, how they lead and support others, and how they cope with the demands they face. Eight special education administrators participated in this descriptive qualitative study. Data were gathered via written personal narratives, semi-structured interviews, and participant journals. Analysis of the data was conducted through a recursive coding and content analysis process. A researcher reflective journal and group member check were also utilized to facilitate interpretation and trustworthiness. The findings formed several themes, with the Ultimate at the center and service to students with disabilities as the essential motivator for the special education administrators' work. Appreciation of the grace of the Ultimate in success and reliance upon the support of the Ultimate during struggles was another key theme. Additionally, paradoxical pairings emerged: (a) productive thought processes/ feeling inadequate, (b) enacting core values/working within restrictions, (c) fulfilling collaboration/frustration with others, (d) resilience to/being overwhelmed by change, and (e) work integrated into life/work pushing life out of balance. Deeper analysis suggested three significant influences on the participants' experience, including (a) inherited factors, (b) environmental factors, and (c) choice factors. The swirl of special education administrators' spiritual leadership depicts the integrated themes revealed through this study. Vitally, the participants choose to cultivate a sense of the Ultimate throughout all aspects of their work life. The autonomy inherent in their ability to choose, especially, supports the conclusion that there is hope for improved outcomes for students with disabilities. Recommendations are provided for prospective (open full item for complete abstract)

Committee: Catherine Hackney Dr. (Committee Chair); Joffrey Jones Dr. (Committee Member); Karla Anhalt Dr. (Committee Member) Subjects: Educational Leadership

Doctor of Education (EdD), Ohio University, 2014, Educational Administration (Education)

This study explored how nine African American students in secondary-level special education placements perceived their school experiences and the benefits, challenges, and detriments associated with their placements and accompanying disability labels. In examining the experiences of these students, the study focused on the students' interactions with others in the school environment: teachers, peers, counselors, and administrators. The study used the qualitative method of in-depth interviewing to collect data—an approach that incorporated a sequence of three interviews with each student. Participating students attended one of three high schools in an urban district in the Midwestern United States. Respectively the schools had low, medium, and high percentages of students on Individualized Education Programs (IEPs). Three participants came from each of the schools. They met the following criteria: (1) they were African American, (2) they were juniors or seniors, (3) they carried a diagnosis of learning disabilities or mild cognitive impairment, and (4) they had received special education services for at least three years. With transcribed interviews as the source of data, qualitative analysis involved several steps: (1) inductive coding, (2) development of case-specific profiles for participants and schools, (3) organization of codes to identify categories and patterns in the data, and (4) identification of emergent themes through a process of postulating and then testing these potential explanatory patterns. This process of data analysis substantiated two emergent themes. The first is captured in the following statement: "students' journeys from general education to special education had three predictable milestones." And the second is captured in the following statement: "special education was a dead-end." With respect to the first theme, three sub-themes described predictable milestones: (1) placement in special education, (2) initial reaction to placement (open full item for complete abstract)

Committee: Aimee Howley EdD (Committee Chair); William Larson PhD (Committee Member); Dwan Robinson PhD (Committee Member); Mona Robinson PhD (Committee Member) Subjects: Academic Guidance Counseling; African Americans; Counseling Education; Education; Education Policy; Educational Leadership; School Administration; School Counseling; Secondary Education; Teacher Education

EdD, University of Cincinnati, 2007, Education : Urban Educational Leadership

This study was conducted using a qualitative approach based on an interpretivist paradigm to describe the roles and responsibilities of special education teachers working within the new response to intervention framework. Specifically this study sought to provide a descriptive account of the role of the special education teacher as experienced in the RTI framework. A reoccurring theme in current RTI model descriptions is general education and special education collaboration. Throughout the many descriptions of various RTI models, the function and role of the special educator has not been clearly identified. Findings from this study led to the conclusion that special education teachers exhibited characteristics of marginalization. This role of marginalization was derived from the role ambiguity teachers felt as they constructed their role in the RTI framework. The teachers found great satisfaction working with students with all students and their passion for teaching was evident. However, they often referred to incidents where they felt disempowered, disenfranchised, or silenced in schools. Implications for special education teacher practice and district implications are provided as well as recommendations for future research consideration.

Committee: Dr. James Koschoreck Dr. Pamela Williamson (Advisor) Subjects: