DNP, Otterbein University, 2021, Nursing

The healthcare perceptions of the Eastern European Orthodox Christian immigrant women (EEOCIW) to the United States (U.S.) are under-represented in the literature. Although they appear similar to Americans, their cultural and religious traditions are outside the mainstream American culture. This pilot study and health needs assessment examines the women's healthcare perceptions of 14 EEOCIW and identifies similarities and differences with 25 U.S. born Orthodox Christian women (USOCW). Between September and November 2020, interviews were conducted with Orthodox Christian immigrant women from Eastern Europe and Orthodox Christian women born in the U.S. Questions covered the perceptions of women's healthcare, factors influencing women's healthcare, contraception, and trust. Madeline Leininger's Theory of Culture Care Diversity and Universality was used to analyze the similarities and differences between the groups of women. The project provides insights into the commonalities and differences between the groups from a religious Orthodox perspective and immigration experience. Qualitative content analysis was the primary analytic strategy. Ten themes emerged. Findings indicate unique cultural healthcare needs. Understanding the perspectives of these women is only first step in addressing their needs. The information presented is important because it provides healthcare practitioners insights and recommendations that can improve the lives of both groups of women.

Doctor of Education (Ed.D.), Bowling Green State University, 2019, Leadership Studies

Educators are important in the academic and social development of students. Educator perceptions carry significant weight when interpreting behaviors, skills, and abilities of students (Beckford, 2016; Simson, 2013). Research that investigates the possible consequences of educator perceptions of African American males and the relationship of those perceptions to student outcomes is scant. This exploratory sequential research study reported psychometric properties of an instrument developed to examine educator perceptions of African American males held by public educators in PreK12. Extant research suggests that educator perceptions of Black males are more negative than those of noneducators (see Foster, 1995; Quinn, 2017). Specifically, overall perceptions of educators regarding African American males are negative (Fitzgerald, 2009; Foster, 1995; Jackson & Crawley, 2003). The instrument created for the present study will guide future research that will enable researchers to examine the relationships between educator perceptions and outcomes for African American male students (e.g., eligibility in special education for EBDs). Examining validity evidence for the public educator perceptions of African American males survey (PEPAAMS) PreK12 revealed significant relationships between educators (1) answering on behalf of the average person and (2) self-reporting personal perceptions. This study also found that the adapted brief social desirability scale did not function as intended. The ABSDS was not a reliable measure to differentiate which dependent variable is best to use when there were different scores for personal and average perceptions of public educators using a paired samples t-Test and MANOVA. Due to the inadequacy of the ABSDS, findings revealed that personal value statements were a better indicator for determining which perceptions scores were more reliable to use. Finally, this study concluded that educators who were truly low prej (open full item for complete abstract)

Doctor of Education (Educational Leadership), Youngstown State University, 2019, Department of Teacher Education and Leadership Studies

There is evidence that demonstrates the important role both parents and teachers play in the successful transition of children to middle school. While there is significant research into how both impact student success, there is a paucity of research into what teachers perceive parents believe are the expectations and concerns of their child as they transition to middle school. The purpose of this study was to use descriptive statistics obtained from surveys to explore what parents believed were the expectations and concerns of their child regarding the upcoming transition to middle school. Additionally, the study examined what teachers perceived parents believed their child's expectations and concerns were as they were about to transition to middle school. Finally, a comparison was done to find similarities and differences between the two groups. A survey was administered to 72 parents attending a new school orientation for incoming middle school students at a small rural school in Ohio. The same survey was administered to 16 middle school teaching staff members from the school the students would be attending. Parents and teachers identified both perceived academic and social concerns of children about to enter middle school. This included concerns such as getting good grades and having hard teachers as well as participating in social events and extracurricular activities. Both parents and teachers tended to have a holistic view of the identified items of excitement and worry concerning the transition to middle school. This indicated there was no major focus on overall academic or social concerns regarding the transition to middle school but rather a concern for the overall wellbeing of the student which is an important factor in establishing a successful school climate and dealing with the stresses faced by middle school students today.

Specialist in Education (Ed.S.), University of Dayton, 2016, School Psychology

A traumatic brain injury (TBI) sustained during childhood can cause significant negative consequences in not only physical, cognitive, and academic functioning, but also emotional, behavioral and social functioning. These deficits are often interrelated and can adversely affect the individual's daily living, including interactions with others. Social dysfunction is a particularly debilitating problem for children and adolescents who have sustained a traumatic brain injury (TBI). The social effects of TBI, particularly over time, are infrequently researched and therefore are not well understood by school personnel. This study examined the perceptions of teacher, caregiver and student regarding social functioning following a TBI by 1) comparing teacher and caregiver ratings of social skills at baseline, 6 months post-injury, 12 months post-injury, 18 months post-injury, and 7 years post-injury 2) examining self-ratings of social competence 7 years post-injury in comparison to individuals who sustained an Orthopedic Injury (OI) and 3) comparing self-ratings of social acceptance to caregiver and teacher ratings of social functioning. No significant difference between caregiver and teacher ratings was found; however, a significant difference was detected between teacher ratings of individuals with OI and individuals with TBI. In addition, individuals with TBI did not perceive themselves as having any deficits in social acceptance or global self-worth; there were no significant differences in self-ratings between individuals with TBI and individuals with OI. Lastly, this study found discrepancies between self and parent ratings and self and teacher ratings. Such discrepancies suggest a lack of self-awareness in youth following a TBI.

Master of Arts in History, Youngstown State University, 2012, Department of Humanities

Rape was a constant topic in the Early Republic, whether in legal cases, factual newspaper articles, or fictional novels. This thesis examines the legal, popular, and gendered perceptions of rape in the Early American Republic (1790-1850) and demonstrates how the period's legal and social systems constantly influenced one another's conception of rape. Moving beyond the conclusions of previous scholars, this thesis argues that conflicting variations of rape existed in the Early Republic and that rape in this historical context cannot be simply defined as the male population's exercise of patriarchal power over the female population. Chapter one analyzes rape from a legal perspective and examines cases of rape and attempted rape and the laws and statutes that governed them. It argues that the prosecution of rape in the Early Republic was extraordinarily arbitrary and greatly influenced by the popular perception of rape and sexual behavior. Chapter two examines from a social and cultural perspective and analyzes popular representations and perceptions of rape and sex in novels and newspapers. It argues that the legal and popular perceptions of rape in the Early Republic were more heavily rooted in fiction than in fact, creating a rape narrative that permeated rape prosecutions. Finally, chapter three addresses the role of gender and power in the legal and popular representations of rape in the Early Republic. It argues that in the process of being further victimized, Early Republic rape victims exercised agency through the legal and social systems' perceptions and expectations of them.

Doctor of Philosophy, University of Akron, 2006, Psychology-Industrial/Organizational

The current study investigated the underlying mechanisms which relate perceptions of organizational politics to employee outcomes. A review of the literature suggested that there are two paths through which politics perceptions likely affect employee attitudes and behaviors. First, organizational politics may cause work-related stress which in turn relates to negative affective responses and undesirable work behaviors. Second, contemporary theorists have proposed that organizational politics has a negative impact on the employee-organization social exchange relationship. The study presented and tested a model in which these two mediating mechanisms – stress and exchange perceptions – translate high levels of organizational politics into less favorable employee attitudes (i.e., morale, trust) and behaviors (i.e., citizenship behaviors, task performance, counterproductive work behaviors, and withdrawal from the organization). In addition, it was proposed that political skill would buffer the negative effects of politics on stress and on exchange perceptions. Structural equation modeling analyses indicated that the feedback environment and organizational politics related to outcome measures of performance, counterproductive work behaviors, and withdrawal. The relationships involving OCBs and withdrawal were mediated by stress, social exchange perceptions, and morale. However, counter to the proposed mediational hypotheses, trust, task performance, and CWBs were only direct outcomes of organizational politics. In addition, moderated multiple regression analyses indicated that political skill moderated the relationships between politics and both stress and exchange perceptions. As proposed, the relationship between politics and stress was weakest for those highest in political skill. However, counter to hypothesis, the negative relationship between politics and exchange perceptions was strongest for those high in political skill. Thus, this study provided support for the (open full item for complete abstract)

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This study's purpose was to determine how well education colleges in Saudi Arabia prepare pre-service teachers to address 21st-century skills with their future students. The perceptions of college professors and pre-service teachers at several Saudi education colleges across the country were examined according to the methods of quantitative research and descriptive statistics. Data was obtained through a Likert scale survey consisting of 30 closed-ended questions regarding how well Saudi education colleges impart four 21st-century skills— computer literacy, research skills, critical thinking, soft skills—and two support programs—special education and English as a foreign language (EFL). The data was analyzed using pairwise t-test comparisons to discover which skills were most prioritized by professors and pre-service teachers. It was found that special education was perceived as requiring the most improvement, with EFL in second place and computer literacy in third place, followed by research skills. An extensive literature review was also conducted on the topic. Based on the findings, it is recommended that special education, EFL, computer literacy, and research skills receive the most focus during any future attempts to reform the Saudi education system, and that the input of Saudi pre-service teachers be consulted during any process of upgrading curriculum related to critical thinking, special education, research skills, and soft skills. Keywords 21st-century skills, Saudi Vision 2030, English as a foreign language (EFL), critical thinking, research skills, soft skills, computer literacy, special education, Saudi education system, teacher preparation programs, colleges of education in Saudi Arabia, perceptions of pre-service teachers, perceptions of college professors. .

Doctor of Education , University of Dayton, 2024, Educational Administration

This dissertation examines parents and teachers' perceptions of effective parental involvement in education, situated within Epstein et al.'s (2009) framework of six typologies of parental participation. The study, through a comprehensive comparative analysis, reveals critical insights into the disparities and commonalities in how parents and teachers perceive effective parental involvement and its impact on student achievement. The research employs a mixed-methods approach, incorporating quantitative measures of parental and teacher perceptions alongside qualitative insights gained from the Turkleton Community Schools (TCS) environment.

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2024, Leadership Studies

Higher education, like most charitable organizations, is dependent on alumni funding as donors pour a tremendous amount of dollars into these organizations. However, the nature of donor involvement in higher education institutions has evolved over the last four centuries. The generational change of the donor base from the Boomers to the Millennials in the wake of a generational wealth transfer has placed the future of philanthropy in higher education in the hands of the Millennial generation. This technology-centered generation of alumni donors continues to challenge the traditional view of philanthropy held by the previous generations and demands a donor-centered relationship that is based on engagement with their alma mater. This non-experimental quantitative research study explored whether there was a relationship between alumni giving and alumni attitudes regarding Feelings of Connectedness, College Experience, Perceptions about Student Loans, and Perceptions about Institutional Mission. Findings within this study indicated that alumni attitudes regarding Perception about Student Loans and Feeling of Connectedness had a non-significant relationship to alumni giving. Significant differences were reported between students who donated and those who did not donate when groups were compared. Women and First-generation alumni reported their attitudes regarding College Experience were significantly related to their decision to donate or not donate. Implications of the study highlighted the need for higher education administrators and fundraising professionals to maximize alumni engagement, thus resulting in sustainable alumni-institutional relationships that are donor-central.

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The purpose of conducting this qualitative research was to investigate Middle Eastern international students' perceptions of individual mental health counseling services at their colleges/universities in the U.S. An Interpretative Phenomenological Approach (IPA) developed by Smith et al. (2009) was used to analyze the data. Six participants (three females and three males) participated in two individual interviews. Both interviews were conducted during the Coronavirus pandemic (COVID-19). Therefore, interviews were conducted via Microsoft Teams rather than in a face-to-face format to keep participants and the researcher safe. Two superordinate themes and five subthemes emerged from analyzing the data. The first superordinate theme was Mental Health Counseling Services are Unsafe to a Point. The three subthemes that emerged within the first superordinate theme were influence of cultural stigma, misinformation surrounding mental health counseling services, and mistrust related to English as a second language. The second superordinate theme was College Mental Health Counseling is Progressively Effective and Supportive. The subthemes that developed within the second superordinate theme were shifting generational perceptions of mental health counseling services and personal experiences with professional counselors.

Doctor of Education (Ed.D.) in Leadership Studies, Xavier University, 2022, Leadership Studies and Human Resource Development

Exclusionary discipline policies in K-12 public schools have faced severe scrutiny over the past two decades due to the injurious effects on students' lives. Elevated drop-out rates, anti-social behavior, alienation from peers and school staff, along with lagging behind academically is a sampling of the devastating outcomes students face who are suspended or expelled from school. In March of 2020, during the onset of COVID-19, school systems had a rare opportunity when faced with having to provide remote instruction to the masses of school age students. This mixed methods study relied on principal interviews and teacher survey data to explore perceptions of the intended and unintended consequences of existing policies governing suspension and expulsion in one urban district in Southwestern Ohio. Perceptions of participants were assessed regarding the potential utility of remote learning to mitigate learning loss among students suspended out of school or expelled. Findings from the study were mixed. Differences exist between perceived intended and actual consequences of both out of school suspension and expulsion among educators in this study. Teachers and principals differed with respect to their support for utilizing remote learning to reduce learning loss of students excluded from school due to disciplinary reasons. Extrapolation of results beyond participants in this study is limited due to study design and the low response rate. Additional research on the actual impacts of suspension and expulsion is needed to inform the debate.

Master of Science, The Ohio State University, 2022, Agricultural and Extension Education

This descriptive study explored the perceptions of Ohio agriscience education teachers on mental health wellness in their schools. This study will specifically focus on agricultural education teachers' perceptions, roles, and impacts of their program on student mental health wellness. The purpose of this study of this study is to explore School Based Agricultural Education teacher's perceptions of mental health among their agricultural education students. Participant data were collected from Ohio School Based Agricultural Education teachers who are currently teaching in the pathway AO Agribusiness and Production Systems. The results indicated that schools do not go beyond supporting the student within school, including their family and community, and that most teachers believe in supporting student mental health wellness. The results also indicated that teachers perceive students' mental wellness improving because of their agricultural education program. However, conflicting views were found in agricultural education teachers identifying and supporting mental wellness. Future research should seek to explore data related to mental health wellness in other pathways in agricultural education, explore how teacher education programs prepare preservice teachers to manage mental health wellness in their classrooms, explore if years of teaching experience correlates with comfort level of managing student mental health wellness in classroom, and what additional resources schools need to promote mental health wellness. The results of this study should be used in teacher preparation programs and professional development events with school district and agricultural education associations.

Doctor of Musical Arts (DMA), Bowling Green State University, 2022, Contemporary Music

The use of contemporary music in music teaching is no new topic, with the literature covering it dating back at least to 1950. Two important approaches available to piano teachers who wish to provide their students with a well-rounded education are assigning contemporary pieces to their students and commissioning pieces for them. While there is literature available detailing the benefits of each approach, there is a lack of scholarly works that investigate how the experience of learning commissioned pieces affects students' perception of contemporary music in comparison to that of learning published contemporary works. The purpose of the research conducted for this document was to investigate how learning newly commissioned pieces affects collegiate piano students' perception of contemporary music. To accomplish this, three pieces were commissioned for three undergraduate students at a large Midwestern university. The students participating in this study also learned selections from Lera Auerbach's Twenty-four Preludes for Piano, Op. 41. These are contemporary pieces published in 2006 by Musikverlag Hans Sikorski GmbH and Company, with difficulty levels ranging from easy to difficult. The students and their piano Teacher were interviewed regarding their experiences learning and performing both sets of pieces. The analysis of the interview responses showed that the students' perception of contemporary music changed after learning pieces composed for them. At the beginning of this research, they perceived that all contemporary music is confusing and distant, but after learning the commissioned pieces, they perceived that some of it can be enjoyable and accessible. They also perceived the commissioned contemporary pieces to be more enjoyable than the published ones, resulting in increased enthusiasm for contemporary music. In addition, two of the three students perceived that the benefits of learning commissioned pieces are greater than those of learning published cont (open full item for complete abstract)

Master of Arts in Psychology, Cleveland State University, 2021, College of Sciences and Health Professions

Previous job search research suggests a large proportion of jobs are acquired through contacting other people (i.e., networking; Granovetter, 1995). In recent years, research on networking has focused on determining the antecedents of the job search strategy (e.g., Wanberg et al., 2000). This study examined various perceived characteristics of networking, which included job seeker perceptions of autonomy, customizability, and social cost, as antecedents of networking intensity. In addition, this study examined extraversion, a personality trait that is predictive of networking behavior, as a moderator of the relationships between the perceived characteristics of networking and networking intensity. Results of this study have indicated that job seeker perceptions of autonomy, customizability, and social cost do not interact with extraversion for the prediction of networking intensity. However, job seeker perceptions of social cost were found to predict networking intensity. Additionally, job seeker perceptions of autonomy positively correlate with extraversion and networking comfort, which are predictors of networking intensity.

Master of Science, The Ohio State University, 2021, Health and Rehabilitation Sciences

Background: Asian Indians (AI) have been underrepresented in studies investigating knowledge and understanding of health and cancer, despite it being the second leading cause of mortality among this population. There is a paucity of data regarding the cultural perceptions of health and cancer in this population. Objective: To gain an understanding of the awareness of prevalence and implications related to cancer as it impacts the AI community and gain insight into cultural perceptions of health and cancer among AI adults in an urban setting. Methods: Qualitative semi-structured interviews were conducted with AI adults (n = 20), 25 years and older. Participants had no prior diagnosis of cancer. Individual interviews were conducted by a trained interviewer on Zoom®. Verbatim transcripts were cross-checked for consistency prior to analysis. Transcript analysis was performed by 2 independent coders after training for qualitative analysis. Content analysis was used to identify themes using a grounded theory approach. Results: Participants believed good health was associated with the ability to perform daily activities, regular exercise, and eat well. Lifestyle behaviors were considered important to health status. Healthy eating was stressed, which included fresh foods, traditional Indian foods, and a preference for vegetarian foods. Awareness of prevalence and implications related to cancer as it impacts the AI community. There was a general lack of knowledge around the aspects for cancer prevention, with a request for more targeted information. Conclusions and Implications: Findings from this study underscore a gap in awareness of cancer risk among the AI community. More research is needed at a nationwide level to corroborate these findings. Because of the general lack of knowledge and understanding of cancer, disseminating information about cancer risk and prevention among the AI community is important to address this disparity in health and disease.

Master of Science, The Ohio State University, 2020, Environmental Science

Every year the US produces roughly eight million dry tons of treated sewage sludge, or “biosolids.” Past research has shown that biosolids have the potential to be a viable and sustainable agricultural resource. However, negative stigmas and a general lack of understanding regarding the waste treatment process may prevent this resource from gaining more widespread adoption. Developing sustainable agricultural processes is becoming increasingly important, and biosolids application addresses both the need for sustainable sources of fertilization and the need to efficiently manage human waste. To expand this practice, it is crucial to both understand these stigmas, and develop tools to reduce them. Students are an understudied and accessible group whose perceptions on biosolids have the potential to shape policies and management of this practice. I administered electronic surveys that assessed how over 200 students perceived biosolids and other fertilizers while also taking into account basic demographic information and prior experience in agriculture. Analysis of survey responses showed that while most students are unfamiliar with biosolids, they express openness to their use in some capacity, particularly for ecological restoration and production of animal feed. Demographic factors and experience in agriculture did not appear to have a strong influence on how students perceive biosolids. An unexpected result from this study was that students expressed more wariness toward the use of synthetic fertilizers than biosolids. Based on these findings, college students are open to and interested in the idea of human waste recycling, and their perceptions of this practice ought to be considered by biosolids managers and policy makers.

Master of Arts (MA), Bowling Green State University, 2020, Cross-Cultural, International Education

As the student population in Minnesota continues to diversify, the school environment increasingly does not reflect student needs. In Adult Basic Education (ABE) programs, there is often an English as a New Language (ENL) track in which adults may participate. ABE students range from Students with Limited or Interrupted Formal Education (SLIFE) to students with advanced degrees from their country of origin. The dearth and aging body of ENL ABE research concerning overarching student perceptions has led to the following research questions I examine in this study: 1) How do low level English as a New Language adult Latino immigrant students experience their own learning? 2) How do these participants teach others in the community and their family? I use a combination of Culturally Sustaining Pedagogy (CSP) (Kinloch, 2017) and Cultural Capital Theory (Bourdieu, 1986) as a framework to analyze the perceptions of participants. I collected data from nine individual interviews with Mexican and Ecuadorian low level ENL students enrolled in an urban ABE program in Minnesota. I coded the data to examine common themes from the interviews. The data suggests adult Latino low-level ENL learners use and exchange their capital to access linguistic capital for different outcomes including agency, assimilation and personal fulfillment. Participants reported they teach others while seeking an outcome of building linguistic capital for their children, gaining United States school-cultural capital, and/or agency. Mediating factors such as gender, psychological factors, seeking different capital influenced this exchange process for participants.

BA, Kent State University, 2019, College of Arts and Sciences / Department of Sociology and Criminology

Homeschooling has become an increasingly popular form of educating children over the years, with many studies showing homeschooling to be beneficial for the academic and personal well-being of students. In spite of the potential benefits of homeschooling, research suggests that this educational minority may be stigmatized and stereotyped. This stigmatization and stereotyping, if internalized, can negatively affect how these individuals view themselves, which is subsequently associated with lower self-concept, specifically, self-esteem and mastery. Researchers have compared the self-concept of homeschoolers relative to their non-homeschooled peers, yet little research exists examining how stereotypes affect homeschoolers, including the extent to which they internalize stereotypes and whether their self-concept is affected by these stereotypes. Using an online survey of 540 respondents, this study sought to address this gap in literature by examining public and self-perceptions of homeschoolers, as well as from where these perceptions originate and the association between self-perceptions and self-concept. Findings indicated that participants did not endorse common stereotypes of homeschoolers. For the full and non-homeschooled sample of participants, respondents were more likely to indicate direct observation as the source of perceptions regarding homeschooling; while homeschoolers were more likely to indicate they believed perceptions came from popular media. This study also found that internalizing positive and negative stereotypes was significantly associated with mastery for individuals who have been homeschooled, but not with self-esteem.

Doctor of Philosophy, University of Toledo, 2014, Health Education

The United States continues to have one of the highest rates of teenage pregnancy among similar, industrialized nations. One postulated reason for the continued increase is a lack of education on proper condom use and/or a lack of access to condoms. Secondary schools are in a unique position to allow condom availability programs, thus increasing access to condoms in the teenage population. Due to the controversial nature of making condoms available in public schools, superintendents and other policy makers may be hesitant to enact such a program due to perceived backlash from parents and the community as a whole. Thus, the purpose of this research study was to examine superintendents' perceptions of condom availability in district high schools. Surveys were mailed to a stratified random sample of superintendents (n=772) across the US with a final survey response rate of 40.4% (n=297). The majority of responders were male (69%), Caucasian (89%), 50 years of age or older (67%), had a degree other than a Doctorate, and had one to five years of experience. Most identified as politically independent (34%), socially moderate (54%), and non-denominational Christian (33%). Respondents came from districts that were located in the Midwest (27%), deemed medium in size (36%), and located in a town (31%). The most commonly reported moderate or major barriers to condom availability in schools were community opposition (88%), lack of parental support (86%), undesirable media attention (81%), and lack of school board support (81%). The most commonly reported moderate or major benefits to making condoms available were potential decreased teen pregnancy rates in the district (55%), decreased STD rates in the district (53%), and increased health of students (51%). Both barriers and benefits differed significantly by superintendent and district demographics. Barriers differed by the following: geographic location, political affiliation, political orientation, (open full item for complete abstract)

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)