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

Specialist in Education, Miami University, 2022, School Psychology

Co-teaching research has mainly focused on the perspective of the co-teaching pair, which primarily consists of a general education teacher and special education teacher or intervention specialist. The relationship between the co-teaching pair not only affects practice but has the ability to potentially affect students' academic performance as well as social functioning for those in their classroom. To understand the perspectives of students with and without Individualized Education Plans (IEPs) in the inclusive classroom with co-teachers, researchers surveyed, observed, and interviewed high school students in secondary education algebra I and II classrooms with a general education mathematics teacher and intervention specialist.

Committee: Sarah Watt (Advisor); Dana Cox (Committee Member); Sujay Sabnis (Committee Member) Subjects: Education; Educational Psychology; Special Education; Teacher Education; Teaching

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