Master of Arts, Wittenberg University, 2022, Education

The purpose of this study was to examine to what extent students with disabilities experience a sense of belonging in their high school. The study was conducted with five students with disabilities in the ninth grade whose least restrictive environment is the inclusion classroom. Students were given the Psychological Sense of School Membership Likert scale and asked to rate how true they found each of the 18 different statements. Two students were interviewed about their school experiences to take a deeper look at the factors that may impact a students' sense of belonging. Common themes in both the Likert scale responses and interview responses were compiled and used to draw conclusions regarding the sense of belonging experienced by the students who participated in the study

Committee: Brian Yontz (Advisor); Jeff Pellerito (Committee Member); Amy McGuffey (Committee Member) Subjects: Education; Secondary Education; Special Education

Doctor of Philosophy, The Ohio State University, 2019, Women's, Gender and Sexuality Studies

Although self-determination theory has been used in studies pertaining to students with disabilities (SWD) in high school STEM (science, technology, engineering and mathematics) very little self-determination research has focused on SWD in college STEM programs. Additionally, there is a paucity of research that examines how self-advocacy, one component of self-determination theory, is operationalized from the perspectives of STEM SWD themselves. Further, no research exists to date linking self-advocacy to stigma management, a critical concept for understanding SWD's and other underrepresented groups' navigation of educational environments. The dissertation examines how self-advocacy and stigma management are related to better explain pursuit of college STEM programs and degrees by students with nonvisible disabilities (SWND), the largest group of SWD (Newman et al., 2011). I explore the experiences of SWND majoring in STEM fields at The Ohio State University (Ohio State), using a mixed-method approach utilizing both quantitative and qualitative approaches to examine student factors and learning environment conditions that enhance and/or thwart SWND's learning and persistence. Over the course of the 2016-2017 academic year, I disseminated surveys, conducted in-depth interviews, and facilitated focus groups with twenty SWND to understand their experiences at Ohio State. The results of this research demonstrate a significant connection between stigma management and self-advocacy enactments among participants, which is then more thoroughly explored at the level of theory. This dissertation utilizes intersectionality and standpoint theories as lenses to interpret the data gathered through the quantitative and qualitative methods to explore reports of self-advocacy and stigma management. Foregrounding the experiences of SWND in STEM contributes to an understanding of how self-advocacy can be approached from a critical feminist disability studies perspective that is inform (open full item for complete abstract)

Committee: Jill Bystydzienski (Advisor); Margaret Price (Committee Member); Cynthia Burack (Committee Member); Amy Shuman (Committee Member) Subjects: Education; Gender Studies; Higher Education; Womens Studies

PHD, Kent State University, 2016, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

The present study examined the relationship between exclusionary discipline practices (out-of-school suspension 10 days or less, out-of-school suspension more than 10 days, in-school suspension 10 days or less, in-school suspension more than 10 days) and educational outcomes (graduation with a regular diploma and certificate, dropout) of students with disabilities, while concurrently examining whether participant characteristics (gender: male and female; race: Black and White; disability type: Emotional Disturbance and Specific Learning Disability) moderated this relationship. The current study analyzed data from an existent data set, which contained information from each state on a variety of factors related to children with disabilities. Multiple linear regression analyses were used in order to answer the research questions. Results show support for a predictive curvilinear relationship between the discipline technique of out-of-school suspension 10 days or less and educational success in students with disabilities. Gender, race, and disability type did not moderate the relationship between suspension and educational outcomes in students with disabilities.

Committee: Caven Mcloughlin (Committee Co-Chair); Jason Schenker (Committee Co-Chair); Frank Sansosti (Committee Member) Subjects: Educational Psychology

Doctor of Philosophy (Ph.D.), University of Dayton, 2014, Educational Leadership

The number of students with disabilities accessing higher education continues to increase, yet persistence and graduation rates for this population of students are considerably lower than those of students without disabilities. Previous research suggests that a key factor in improving post-secondary outcomes is increasing the level with which students engage in educationally purposeful activities on college campuses. It is with this in mind that this study set out to examine the connection between disability type and student engagement using data from the 2009-2010 administration of the National Survey of Student Engagement (NSSE). Four purposes guided this study. First, this study aimed to build a profile of students with disabilities at baccalaureate higher education institutions. The second purpose was to determine whether the four disability categories (sensory, mobility, learning, and mental) identified in The College Student Report relate to responses to questions in the five NSSE benchmarks of effective educational practice (Level of Academic Challenge, Active and Collaborative Learning, Student-Faculty Interaction, Enriching Educational Experiences, Supportive Campus Environment), as well as institutional enrollment size. The third purpose was to determine how well disability category, age, gender, race/ethnicity, and enrollment size of the institution predicted student engagement for part-time and full-time, first-year students. The final purpose was to examine how well disability category, age, gender, race/ethnicity, and enrollment size of the institution predicted student engagement for part-time and full-time, senior-level students. The samples consisted of 361 part-time and 5,927 full-time, first-year students, as well as 1,197 part-time and 6,016 full-time, senior-level students with disabilities at four-year baccalaureate higher education institutions. Pearson correlation analyses results indicated that relationships did exist between (open full item for complete abstract)

Committee: Barbara De Luca Ph.D. (Advisor); Jack Ling Ph.D. (Committee Member); Molly Schaller Ph.D. (Committee Member); Michele Welkener Ph.D. (Committee Member) Subjects: Higher Education

Doctor of Philosophy, The Ohio State University, 2006, Educational Services and Research

This study examined the composition and status of disability support services (DSS) among Historically Black Colleges and Universities (HBCUs). A national census was conducted via the dissemination of a web-based self-report questionnaire to 103 designated DSS administrators. Data was collected to capture the institutional landscape and availability of accommodation provisions for students with disabilities (SWD). Procedures were executed to control for the primary four sources of error (coverage, sampling, measurement and nonresponse) relative to survey research. The two research questions posited were as follows: (1) What is the status and composition of support services for SWD at HBCUs? (2) How can services to SWD at HBCUs be developed and implemented? Analyses were guided by four primary research objectives that correspond to the research questions and produced results as follows: 1) A test of two proportion comparisons revealed significant differences in the organizational structure of DSS Offices and the variation in accommodation provisions. Results revealed a need for more centralized, formal DSS Offices and additional accommodation provisions. 2) Data suggested that the general distribution of types of disabilities (self-disclosed) in the population of SWD within HBCUs varied substantially. 3) A chi square test of independence was employed to evaluate the influence of accommodation provisions for SWD at public and private HBCUs. No significant difference was observed. 4) The general linear model was robust for performing the analysis of variance (ANOVA) of unweighted means. The ANOVA for differences within the types of institutions and organization structures of DSS Offices on eligible SWD revealed a significant main effect of the DSS structure, but no statistically significant main effect for institution type. Findings of this study described and validated the efficacy of establishing DSS programs where absent or underdeveloped. Theoretical applications a (open full item for complete abstract)

Committee: Bruce Growick (Advisor) Subjects:

Doctor of Philosophy (PhD), Ohio University, 2009, Curriculum and Instruction Special Education (Education)

In 2005, Saudi Arabia amended legislation to allow students with learning disabilities (LD) to attend regular public schools. However, a variety of cultural considerations influences teachers' responses to this legislation. This dissertation investigates via mix methodology teachers' perspectives and attitudes regarding the integration of students with learning disabilities in regular Saudi public schools. Two-hundred fifty-one Saudi special and general education teachers completed a modified version of Opinions Relative to the Integration of Students with Disabilities (ORI) survey; 20 special and general education teachers were interviewed regarding the issue. The ANOVA test, an independent t test with equal variances not assumed and a Tukey HSD procedure were used in current study. Even though qualitative finding indicates some facts, such as general education teachers and specials education teachers believed their training was inadequate to manage the behaviors of students with disabilities due to many issues. Participants were also concerned about the perceived inability of regular education teachers and Saudi schools to meet the learning needs of students with learning disabilities. The tests find significant differences of Saudi special and general education teachers' attitude toward the integration of students with LD in regular Saudi public schools. The statistical analysis of the average of total responses of teachers to the 27 items, with each of the eight independent variables (gender, type of degree held), emerged as significant factors determining Saudi teachers' attitudes toward integrations of LD. Interestingly the significant factors in the study results demonstrated to have an effect only on general education teachers; the factors have effect only on general education teachers as a significant difference between groups across degree level with F [1, 94] = 9.547, p<0.01). Another interesting significant factor gender for the general education teacher (open full item for complete abstract)

Committee: Dianne M. Gut PhD (Advisor); Scott Jarvis PhD (Committee Member); Francis Godwyll PhD (Committee Member); Scott Sparks PhD (Committee Member) Subjects: Curricula; Education; Special Education

Doctor of Philosophy (PhD), Ohio University, 2024, Curriculum and Instruction (Education)

This dissertation investigates teacher candidates' definitions of inclusive learning and their preparation and confidence to collaborate to create accommodations and modifications for students receiving services and supports in the general education mathematics classroom. Further, the characteristics of the accommodations and modifications they create within small working groups of general educators and intervention specialist teacher candidates provide insight into their beginning attempts at this work.

Committee: Allyson Hallman-Thrasher (Committee Co-Chair); Courtney Koestler (Committee Co-Chair); Jennifer Newton (Committee Member); David Richard Moore (Committee Member); Lisa Harrison (Committee Member) Subjects: Early Childhood Education; Education; Elementary Education; Mathematics; Mathematics Education; Special Education; Teacher Education; Teaching

PHD, Kent State University, 2023, College of Education, Health and Human Services / School of Teaching, Learning and Curriculum Studies

This study examined teachers' perceptions of and experiences with credit recovery (CR), as well as the instructional supports, especially in reading, that teachers use to help their SWDs succeed. The study employed a mixed-methods approach that involved both descriptive statistics and qualitative inquiry. Sixty-one CR teachers from a Midwestern state responded to the Credit Recovery Instructional Supports Survey (CRISS), and three of those teachers participated in semi structured follow-up interviews. By completing the CRISS, participants provided descriptive information about characteristics of their schools, of their online CR courses, the purposes and descriptors of CR, the structure and implementation of CR programs, and the instructional support utilized by teachers and embedded within the CR platforms. Results of Chi-square analyses indicated no significant differences between general and special education teachers' perceptions of learning grade-level material and the perceived suitability of CR for students with and without disabilities. Analyses did indicate differences between teacher groups regarding the increase in CR usage during the COVID-19 pandemic. The semistructured interviews resulted in five common themes: student motivation, helping students achieve success, accommodations on learning management systems, teacher-provided accommodations, and reasons for being in CR.

Committee: Brian Barber (Committee Co-Chair); Andrew Wiley (Committee Co-Chair); Bradley Morris (Other); Harold Foster (Committee Member); Lori Wilfong (Committee Member) Subjects: Education

Doctor of Philosophy, The Ohio State University, 1973, Graduate School

Committee: Not Provided (Other) Subjects: Psychology

Doctor of Philosophy, The Ohio State University, 2010, EDU Physical Activity and Educational Services

Vocabulary knowledge impacts every area of reading achievement, yet important words are often not explicitly taught. There is published research to support the usage of direct instruction to teach vocabulary to younger children, but there are limited studies that have investigated the effects of direct instruction in teaching vocabulary to high school students with reading disabilities. The purpose of the current study was to compare the effects of the traditional approach (using context and the dictionary) to a direct instruction approach (REWARDS Plus scripted curriculum) when teaching science vocabulary words to high school students with reading disabilities. The study included three participants with reading disabilities in the 11th and 12th grades. An alternating treatments design counterbalanced across participants was used to compare the two methods of instruction. Traditional instruction included the methods employed in most high schools where students are asked to use the context of the sentence or a dictionary to figure out the meaning of unknown words. Direct instruction included the REWARDS Plus program, a published, scripted curriculum that utilizes explicit, systematic instruction. Data were collected on lesson assessments, maintenance assessments, generalization writing samples, and comprehension writing samples. The results of the study support the use of direct instruction for teaching content area vocabulary words for students with reading disabilities on the high school level.

Committee: Ralph Gardner III (Advisor); Moira Konrad (Committee Member); Gwendolyn Cartledge (Committee Member) Subjects: Special Education

Master of Arts, The Ohio State University, 2006, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 2007, Graduate School

Committee: Not Provided (Other) Subjects:

Master of Arts, The Ohio State University, 2007, Graduate School

Committee: Not Provided (Other) Subjects:

Doctor of Education (Ed.D.), University of Findlay, 2024, Education

Aims: This study investigated itinerant teacher's personal views regarding competency related to delivering special education services to preschool children with disabilities in an inclusive setting by using a consultative model. Demographics: The study comprised forty-two females and one male itinerant from all over Ohio. Among the participants, forty-two identified as White, with one Hispanic person choosing to partake. Methodology: To collect quantitative and qualitative data, an online survey with fifteen closed-ended and one open-ended question was distributed to itinerant teachers in Ohio. During the survey development, specific Likert-type scale components were selected from the Performance Indicators for Early Childhood Education Specialists (PIECES) self-assessment. Analysis: The quantitative data from the fifteen closed-ended questions was analyzed by individually comparing the response frequency on each item. The participants' answers were copied and pasted into a Word document to analyze the open-ended question. Part of sentences or entire sentences were highlighted and then color-coded to generate codes. Each set of codes was turned into themes, then explained by utilizing in vivo coding, which focused on including a few of the participant's quotes as examples to capture their voice and experiences. Implications: The analysis indicates that, regardless of their background or experience, itinerant teachers perceive themselves as capable and confident in implementing the consultative model within inclusive preschool settings. With proper training and support from administration, consultants, and consultees in inclusive settings can establish constructive working relationships and collaborate on actions that continually benefit students with disabilities. Recommendations: Future research to gather more in-depth quantitative and qualitative information concerning the consultative model from itinerant and general education teachers is recommended.

Committee: Kara Parker (Committee Chair); Kathleen Crates (Committee Member); Jon Brasfield (Committee Member) Subjects: Preschool Education; Special Education

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This qualitative action research study examined the SAGES academic coaching program, a pilot program for first-year students who identify as having a disability. The study focused on the student–coach relationship and goal setting during coaching. Five students and three coaches participated in the study. I observed one coaching session for each student and interviewed students and coaches. I also reviewed survey data and academic performance for each student. Through observations and interviews, I identified four primary strategies coaches used when establishing a relationship with their students: (a) coach took a genuine interest in the student; (b) coach created a positive coaching experience; (c) coach created an inclusive coaching experience; and (d) coach ensured student voice and agency were present during the coaching session. I identified four steps coaches and students experienced when setting goals: (a) coach helped student clarify goals; (b) coach and student worked together on skills and strategies for goal attainment; (c) student used trial and error to test out skills and strategies; and (d) student learned how to implement skills and strategies independently. Through the study, I identified aspects of the program that should be expanded and components that should be added. The program will expand access and build on the individualized and proactive approach. It will emphasize the student–coach relationship, goal setting, and transition to the university. New components include (a) creating a success team, (b) using the learning management system to share resources, (c) incorporating sense of belonging and self-determination, (d) adding training aligned with ICF competencies, and (e) implementing assessment.

Committee: Tricia Niesz (Committee Chair) Subjects: Academic Guidance Counseling; Education; Higher Education; Special Education

Doctor of Education (Ed.D.), Bowling Green State University, 2023, Leadership Studies

This dissertation investigated the impact of fee-based individualized academic support programs on the attitudes of college students with disclosed disabilities toward retention and belonging. The study took place at two public, midsize, state universities located in the Midwestern region of the United States. The research was grounded in William Spady's model of the dropout process and Vincent Tinto's institutional departure model. Both perspectives served as the theoretical frameworks for exploring the impact of fee-based individualized academic support programs on various outcomes, including students' attitudes toward belonging, retention beliefs, college integration, and self-determination. A convenience sample of 110 participants was recruited from both universities. All participants disclosed disabilities either to an on-campus office of disability services or were enrolled in a fee-based program. Factorial Analysis of Variance (ANOVA) was used to examine the effects of enrollment and tutoring status on attitudes toward retention and belonging. Logistic regression further revealed that both attitudes toward retention and self-determination were significant predictors of enrollment in fee-based programs, even when controlling for socioeconomic status (SES). The findings explicitly indicate that both enrollment in a fee-based individualized academic support program and tutoring significantly improved students' integration into the college environment and positively influenced their attitudes toward retention and belonging. Specifically, students enrolled in fee-based programs were found to be more socially and academically integrated, leading to a more favorable outlook on staying enrolled. Moreover, the tutoring aspect was notably impactful; students who participated in tutoring sessions were more integrated and displayed more positive attitudes toward retention and belonging compared to non-tutored students. Tutored students experienced not only acade (open full item for complete abstract)

Committee: Judy Jackson May Ph.D. (Committee Chair); Jonathon Kershaw Ph.D. (Other); Steven Capps Ph.D. (Committee Member); Julia Matuga Ph.D. (Committee Member); Penny Soboleski Ed.D. (Committee Member) Subjects: Educational Leadership; Higher Education

Masters of Science in Kinesiology and Health, Miami University, 2023, Kinesiology, Nutrition, and Health

Sexual assault is a public health crisis on college campuses. On average, one in five female undergraduates will experience sexual assault while in college. Students with disabilities (SWDs) are at a much greater risk for sexual assault. Using SPSS statistics, the project aimed to examine the prevalence of sexual assault in SWDs and how alcohol, a known cofactor for abuse, affects the likelihood of victimization. Data came from the on-campus Student Health Survey of a medium-sized university. The data showed that SWDs were twice as likely to experience sexual assault compared to students without disabilities. Both men and women with disabilities were more likely to experience sexual assault and more severe sexual assault than individuals without disabilities. SWDs also had more problems associated with alcohol and higher motivation to drink than students without disabilities. SWDs are experiencing a public health crisis in which they are not on the radar of their universities or college campuses. They need to receive more support than what they are currently getting. Future research should evaluate preexisting methods of sexual assault awareness and education to see how these resources could better serve this demographic.

Committee: Rose Marie Ward (Advisor); Kimberly Hamlin (Committee Member); Carolyn Slotten (Committee Member) Subjects: Public Health; Public Health Education

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

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

This qualitative study was conducted to explore the lived experiences of college students with mental health disabilities when requesting and using accommodations. Using a phenomenological approach aided in understanding the meaning of the lived experiences by considering their feelings and emotions. Findings showed that there are barriers preventing students from enrolling with the office of disabilities, during the enrollment process, and when using accommodations. An action plan was created to focus on professional development, increasing resources, and creating partnerships that will lead to more students being served. The plan included an assessment of knowledge and gaps in training to develop a curriculum to generate new practices and to create partnerships among professionals to better serve students.

Committee: Davin J. Carr-Chellman (Committee Chair); Ellen Taylor (Committee Member); Meredith L. Wronowski (Committee Co-Chair) Subjects: Academic Guidance Counseling; Adult Education; Counseling Education; Gifted Education; Higher Education; Higher Education Administration; Mental Health; Personal Relationships; Rehabilitation; School Administration; School Counseling; Social Psychology; Social Work; Vocational Education

Doctor of Education , University of Dayton, 2022, Educational Leadership

Special education within urban, public schools does not always look the same from state to state, district to district, or teacher to teacher. More specifically, teacher knowledge, abilities, and experiences also oftentimes differs in inclusive classrooms that service both students with disabilities as well as students without disabilities. These differences can present problems of practice between co-teachers as well as within the classroom procedures and practices. The purpose of this qualitative study is to explore the lived experiences of special education teachers in urban schools with experience in both co-teaching and independent teaching of students with disabilities. The findings revealed the following themes reported by special education teachers: teacher-assistant role playing, communication replacing co-planning, and desire to share input.

Committee: Corinne Brion (Committee Chair); John Jackson (Committee Member); Carol Rogers-Shaw (Committee Member) Subjects: Education; Secondary Education; Special Education; Teacher Education; Teaching