MED, Kent State University, 2022, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The inclusive education of young children with disabilities has been an on growing focus in government policies and research around the world. In the US and Turkey, the policies and legal foundations support and mandate early childhood inclusion and the least restrictive environments that would benefit the learning of young children with disabilities. Researchers conduct research on inclusive practices/interventions in inclusive settings to help identify the best available practices/interventions that would support the development of children with and without disabilities. A review of the US and Turkey inclusive practices is needed to provide an overview of the research available and the breadth and depth of the literature. The purpose of this scoping review was to summarize and map the early childhood inclusive practices/intervention literature in the US and Turkey and to identify the similarities and differences between the two countries. Thematic analysis was used to investigate and categorize the studies. Results reported 10 early childhood inclusive practices/interventions categories, trends in developmental areas and academic skills of focus, and revealed several gaps in the literature. Implications and future directions were discussed to support interested parties in developing government policies, conducting research, and applying practices/interventions in inclusive settings.

Committee: Ching-I Chen (Advisor); Sonya Wisdom (Committee Member); Andrew Wiley (Committee Member) Subjects: Early Childhood Education; Special Education

Specialist in Education, Miami University, 2022, School Psychology

This study examined the relationship between preservice special education teachers' attitudes toward inclusion and their level of perceived self-efficacy in teaching inclusive practices. The data collected was analyzed with Rasch to determine which aspects of attitudes toward inclusion and self-efficacy of inclusive practice components are easier or harder to agree with. This hierarchy highlighted that the preservice special education teachers surveyed are well versed in collaboration with other professionals, new teaching models, and setting expectations for students. However, it is harder for preservice teachers to endorse having training or knowledge of specific special education laws to effectively support students with disabilities. Preservice teachers also indicated lacking prevention and management strategies for students with interfering behaviors in the classroom. The comparison outcomes suggest that there is a weak positive correlation between how preservice teachers responded on the TATIS and TEIP scales. The current professional role of the preservice teachers had no significant impact on their responses for both the TATIS and TEIP scales. However, the study highlighted some implications for teacher training having a focus on special education laws, interfering behavior prevention and classroom management, and individualized instruction models for students with specific needs.

Committee: Jason Abbitt (Advisor); Kevin Bush (Committee Member); William Boone (Committee Member); Sarah Watt (Committee Member) Subjects: Educational Psychology; Special Education

Doctor of Education , University of Dayton, 2023, Educational Administration

Considering the high cost of shipping, the extensive nature of government customs policies and procedures, and the risks associated with art fraud, copyrights, and art security, research gaps about the benefits of international art exchanges limits the opportunities for individual artists. Using Goudie and Viles' framework of inquiry, this mixed-methods action research study investigated international art exchange benefits from two groups of German and United States artists. The results of the study indicated several benefits including the ability to critique/compare art styles with their overseas peers, the stimulation of international art meetings, and the appreciation of other cultures. The action plan included the creation of a systems-level model for international art exchanges to expand worldwide exchange opportunities to more individual artists.

Committee: Elizabeth Essex (Committee Chair) Subjects: Arts Management; Education; International Relations