Special Education
Scroll below to select research from the following scholars
Dr. Renee L. Garraway
Title: Lead School Psychologist
Research Topic: Narratives of the Special Education Experience in Preschool and Elementary: Unheard Voices of Culturally and Linguistically Diverse Parents of Children with Disabilities
Institution: Bowie State University
Committee Chair: Dr. Ann Hilliard
Abstract: Culturally and linguistically diverse (CLD) youth with disabilities may face a plethora of problems as they transition through school (i.e., teacher bias; inequitable discipline compared to White peers; over and under identification in special education, etc.). A limited number of studies focus on the experiences and perspectives of parents/caregivers of youth in the primary grades let alone those with disabilities from CLD backgrounds. Focusing on the experiences of parents and their children in the early grades will inevitably provide an understanding of how these barriers impact the trajectory of CLD students with disabilities (Harry, 2008).
The purpose of this qualitative study was to explore the perspectives of CLD parents of students with disabilities on the child and parental experience with educators during the preschool and elementary grades (pre-K through fifth grade). Qualitative methods, specifically narrative inquiry, was used to gain in-depth knowledge of the parental perspective in order to elucidate the challenges, barriers, and successes faced by these parents and their children. Multiple methods of collecting data (i.e., narrative interviews, focus groups, and journal iii prompts) were used to gain a deeper understanding of participants’ journey through the special education process (Stake, 2010).
Data from 13 participants were highlighted and analyzed. Findings revealed several emergent themes: (1) educators need to develop cultural competence to improve relationships with CLD students and their parents; (2) educators need to improve engagement and partnership in the special education process; and (3) educators and parents need to enhance their knowledge of the special education process.
Findings indicate that navigating the special education process was at times frustrating for participants during their journey. Barriers included cultural misunderstandings between staff, students, and parents; lack of communication about the special education process; and inadequate service delivery. Overall, participants were left with unanswered questions regarding their child’s needs, services, and progress. This study has implications for policymakers, educators, service providers, and parents of children with disabilities who seek to improve parental engagement and equalizing partnerships for improved student outcomes.
Click below to download the study.
Title: Lead School Psychologist
Research Topic: Narratives of the Special Education Experience in Preschool and Elementary: Unheard Voices of Culturally and Linguistically Diverse Parents of Children with Disabilities
Institution: Bowie State University
Committee Chair: Dr. Ann Hilliard
Abstract: Culturally and linguistically diverse (CLD) youth with disabilities may face a plethora of problems as they transition through school (i.e., teacher bias; inequitable discipline compared to White peers; over and under identification in special education, etc.). A limited number of studies focus on the experiences and perspectives of parents/caregivers of youth in the primary grades let alone those with disabilities from CLD backgrounds. Focusing on the experiences of parents and their children in the early grades will inevitably provide an understanding of how these barriers impact the trajectory of CLD students with disabilities (Harry, 2008).
The purpose of this qualitative study was to explore the perspectives of CLD parents of students with disabilities on the child and parental experience with educators during the preschool and elementary grades (pre-K through fifth grade). Qualitative methods, specifically narrative inquiry, was used to gain in-depth knowledge of the parental perspective in order to elucidate the challenges, barriers, and successes faced by these parents and their children. Multiple methods of collecting data (i.e., narrative interviews, focus groups, and journal iii prompts) were used to gain a deeper understanding of participants’ journey through the special education process (Stake, 2010).
Data from 13 participants were highlighted and analyzed. Findings revealed several emergent themes: (1) educators need to develop cultural competence to improve relationships with CLD students and their parents; (2) educators need to improve engagement and partnership in the special education process; and (3) educators and parents need to enhance their knowledge of the special education process.
Findings indicate that navigating the special education process was at times frustrating for participants during their journey. Barriers included cultural misunderstandings between staff, students, and parents; lack of communication about the special education process; and inadequate service delivery. Overall, participants were left with unanswered questions regarding their child’s needs, services, and progress. This study has implications for policymakers, educators, service providers, and parents of children with disabilities who seek to improve parental engagement and equalizing partnerships for improved student outcomes.
Click below to download the study.
| garraway.pdf |
Dr. Jillian Katri Whatley
Title: Lead School Psychologist
Research Topic: Implicit Bias as a Contributing Factor to Disproportionality of African Americans in Special Education: The Promise of a Bias Literacy Intervention
Institution: Mercer University
Committee Chair: Edward L. Bouie, Jr., Ed.D.
Abstract: With the extensive research on the disproportionality of African Americans in special education, the researcher explored implicit bias as a contributing factor. The purpose of this study was to determine to what extent Bias Literacy Intervention impacts pre- and posttest results of the Teacher Expectations Scale and Personal Objectivity Scale, thus increasing personal awareness of teacher implicit bias towards African American students and the awareness of the how implicit bias potentially influences teacher decisions to refer African American students to special education. The results indicated that the mean comparison of the pre- and posttest of the Teacher Expectations Scale and Personal Objectivity Scale suggest that teachers’ expectations of the last student referred to special education increased, and the objectivity mean increased. The results also suggest that the interactive effect of using the IAT-Race as a conscious-raising tool and the Bias Literacy Workshop as a habit-breaking intervention to address implicit bias promoted a sense of awareness among participants regarding their personal bias against African Americans while providing the participants with strategies to reduce implicit bias. Therefore, the evidence is suggestive and promising in that the IAT-Race and the Bias Literacy Workshop provide baseline data suggesting these methods can reduce implicit bias, thereby promoting awareness of teachers and administrators’ bias and the impact of their personal bias on the referral of African Americans to special education, resulting in disproportionality. Based on the mixed results, the researcher assumes that changes occurred by exposing participants to the Bias Literacy Intervention and the Implicit Associations Test. However, the specifics or the degree to which exposure to the intervention had on participants is unknown.
Click below to download the study.
Title: Lead School Psychologist
Research Topic: Implicit Bias as a Contributing Factor to Disproportionality of African Americans in Special Education: The Promise of a Bias Literacy Intervention
Institution: Mercer University
Committee Chair: Edward L. Bouie, Jr., Ed.D.
Abstract: With the extensive research on the disproportionality of African Americans in special education, the researcher explored implicit bias as a contributing factor. The purpose of this study was to determine to what extent Bias Literacy Intervention impacts pre- and posttest results of the Teacher Expectations Scale and Personal Objectivity Scale, thus increasing personal awareness of teacher implicit bias towards African American students and the awareness of the how implicit bias potentially influences teacher decisions to refer African American students to special education. The results indicated that the mean comparison of the pre- and posttest of the Teacher Expectations Scale and Personal Objectivity Scale suggest that teachers’ expectations of the last student referred to special education increased, and the objectivity mean increased. The results also suggest that the interactive effect of using the IAT-Race as a conscious-raising tool and the Bias Literacy Workshop as a habit-breaking intervention to address implicit bias promoted a sense of awareness among participants regarding their personal bias against African Americans while providing the participants with strategies to reduce implicit bias. Therefore, the evidence is suggestive and promising in that the IAT-Race and the Bias Literacy Workshop provide baseline data suggesting these methods can reduce implicit bias, thereby promoting awareness of teachers and administrators’ bias and the impact of their personal bias on the referral of African Americans to special education, resulting in disproportionality. Based on the mixed results, the researcher assumes that changes occurred by exposing participants to the Bias Literacy Intervention and the Implicit Associations Test. However, the specifics or the degree to which exposure to the intervention had on participants is unknown.
Click below to download the study.
| dr_whatley.pdf |
@JaniceWyattRoss
Dr. Janice Wyatt-Ross @JaniceWyattRoss
Title: Program Director
Research Topic: Special Educator Role Construction Within Response to Intervention: A Qualitative Analysis
Institution: University of Cincinnati
Committee Chair: Dr. James Koschoreck
Abstract: 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.
Click below to download the study.
Title: Program Director
Research Topic: Special Educator Role Construction Within Response to Intervention: A Qualitative Analysis
Institution: University of Cincinnati
Committee Chair: Dr. James Koschoreck
Abstract: 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.
Click below to download the study.
| complete_dissertation_11-23-07-submitted_all_references.pdf |
@DocDivaKat
Dr. Katrina Sparks @DocDivaKat
Title: Educator
Research Topic: The Individualized Education Plan: Parent Perspectives on the Feasibility and Effectiveness of the Individualized Educational Plan
Institution: Capella University
Committee Chair: Harry McLenighan, Ed.D.
Abstract: The Individualized Education Plan (IEP) is utilized within public and private
education as a means of identifying and facilitating appropriate education strategies for
students with special needs. The objective is to integrate stakeholders in the student’s
education which entails systematic planning and maintenance. The literature
demonstrates that parents and teachers are aware of the need for the IEP but there is a
lack of information on how parents perceive the IEP and their relationship to it. A
qualitative research methodology has been developed and applied to critically identify the personal perspectives of parents in a phenomenological research process used to assess the efficiency and appropriateness of existing IEP processes. Recommendations based upon the data are then used to identify common phenomena within parental perspectives and suggest potential system reform within the IEP. These strategies are intended to help improve delivery of specialized education to students with special needs or
developmental or learning disabilities.
Click below to download the study.
Title: Educator
Research Topic: The Individualized Education Plan: Parent Perspectives on the Feasibility and Effectiveness of the Individualized Educational Plan
Institution: Capella University
Committee Chair: Harry McLenighan, Ed.D.
Abstract: The Individualized Education Plan (IEP) is utilized within public and private
education as a means of identifying and facilitating appropriate education strategies for
students with special needs. The objective is to integrate stakeholders in the student’s
education which entails systematic planning and maintenance. The literature
demonstrates that parents and teachers are aware of the need for the IEP but there is a
lack of information on how parents perceive the IEP and their relationship to it. A
qualitative research methodology has been developed and applied to critically identify the personal perspectives of parents in a phenomenological research process used to assess the efficiency and appropriateness of existing IEP processes. Recommendations based upon the data are then used to identify common phenomena within parental perspectives and suggest potential system reform within the IEP. These strategies are intended to help improve delivery of specialized education to students with special needs or
developmental or learning disabilities.
Click below to download the study.
| sparks_katrina.pdf |
Dr. Eneas Ruel Deveaux
Title: Assistant Principal at Cobb County Schools
Research Topic: An Examination of Referral and Eventual Placement of African American Students and English Language Learners in Special Education
Committee Chair: Dr. Thelma J. Roberson
Abstract: The purpose of this study was to investigate the factors that educators in a large, suburban, public school district in the southeastern United States believe contribute to African American and English Language Learners (ELL) being referred to special education at a higher rate than traditional students by exploring the attitudes and perceptions of teachers, administrators, and psychologists using surveys. Data were analyzed to test for difference in perceptions by educator demographics (i.e., age, race, gender, experience, and educational level). The second purpose of this study was to investigate the effect of educator’s perception of referral to Response to Intervention (RTI) eventual placement into special education programs for African American students and English Language Learners.
The study employed a mixed method design that combined quantitative and qualitative methods in order to determine the attitudes and perceptions of educators regarding the high referral rate of African American students and English Language Learners (ELLS) to the RTI process in a large suburban school district in the southeastern United States. Quantitative data were collected via surveys that were administered to teachers, school psychologist, and school counselors involved in the RTI process in their respective schools. In addition, demographic data reflecting age, gender, education level, experience, and race were collected. Qualitative data were collected from general education teachers, special education teachers, school psychologist, and school administrators following a review of observational records, RTI meeting minutes, and open-ended survey questions. All research questions were addressed using a series of one-way ANOVAs with position (teachers, administrators, counselors, and psychologists) as the grouping variable and responses to the survey items as the dependent variables. All significant effects with independent variables having more than two levels were followed with Tukey’s Honest Significant Difference (HSD) analyses. Results revealed that position differences related to differences in perceptions of classroom needs with regard to minority students. Special education teachers scored lower on these items with higher scores indicating agreement that “classroom teachers have the same learning/behavior expectations” for students in their classroom without regard for minority status. In addition, general education teachers scored lower than counselors on these items with administrators and psychologists not statistically different from either general education teachers or counselors. General education teachers scored highest on both items, while special education teachers scored the lowest on gender differences in lesson planning. The special education teacher, general education teacher, administrator, counselor, and psychologists scored within the same range with their responses to professional development about individual differences. There were no differences between counselors and psychologists regarding their response to the item regarding gender differences in lesson planning. Special education teachers scored the lowest of the other educators regarding the extent to which classroom observations are used to refer students to RTI.
A number of factors contribute to disproportionality, including test bias, socioeconomic status, special education processes, issues of behavior management, imbalance in general education, and inadequate teacher preparation. All children have the ability to learn and succeed, however, not in the same way or on the same day. More times than not educators develop an opinion about a student before they have had an opportunity to work with them. These perceptions are developed as a result of stereotypes, personal experiences, the media, inexperience working with a particular demographic, and influences from colleagues. Students have no control over these variables; however, they are subjected to the scrutiny of individuals that are responsible for providing them with a quality education. Educator’s perception of the students they serve plays a vital role in their expectations, interactions, and relationships with students they work with. These perceptions tend to hinder an educator’s ability to work with students in an unbiased manner in order to get the maximum effort out of their students. Ultimately, these variables contribute to differential rates of referral for minority students across the nation.
Click below to download the study.
Title: Assistant Principal at Cobb County Schools
Research Topic: An Examination of Referral and Eventual Placement of African American Students and English Language Learners in Special Education
Committee Chair: Dr. Thelma J. Roberson
Abstract: The purpose of this study was to investigate the factors that educators in a large, suburban, public school district in the southeastern United States believe contribute to African American and English Language Learners (ELL) being referred to special education at a higher rate than traditional students by exploring the attitudes and perceptions of teachers, administrators, and psychologists using surveys. Data were analyzed to test for difference in perceptions by educator demographics (i.e., age, race, gender, experience, and educational level). The second purpose of this study was to investigate the effect of educator’s perception of referral to Response to Intervention (RTI) eventual placement into special education programs for African American students and English Language Learners.
The study employed a mixed method design that combined quantitative and qualitative methods in order to determine the attitudes and perceptions of educators regarding the high referral rate of African American students and English Language Learners (ELLS) to the RTI process in a large suburban school district in the southeastern United States. Quantitative data were collected via surveys that were administered to teachers, school psychologist, and school counselors involved in the RTI process in their respective schools. In addition, demographic data reflecting age, gender, education level, experience, and race were collected. Qualitative data were collected from general education teachers, special education teachers, school psychologist, and school administrators following a review of observational records, RTI meeting minutes, and open-ended survey questions. All research questions were addressed using a series of one-way ANOVAs with position (teachers, administrators, counselors, and psychologists) as the grouping variable and responses to the survey items as the dependent variables. All significant effects with independent variables having more than two levels were followed with Tukey’s Honest Significant Difference (HSD) analyses. Results revealed that position differences related to differences in perceptions of classroom needs with regard to minority students. Special education teachers scored lower on these items with higher scores indicating agreement that “classroom teachers have the same learning/behavior expectations” for students in their classroom without regard for minority status. In addition, general education teachers scored lower than counselors on these items with administrators and psychologists not statistically different from either general education teachers or counselors. General education teachers scored highest on both items, while special education teachers scored the lowest on gender differences in lesson planning. The special education teacher, general education teacher, administrator, counselor, and psychologists scored within the same range with their responses to professional development about individual differences. There were no differences between counselors and psychologists regarding their response to the item regarding gender differences in lesson planning. Special education teachers scored the lowest of the other educators regarding the extent to which classroom observations are used to refer students to RTI.
A number of factors contribute to disproportionality, including test bias, socioeconomic status, special education processes, issues of behavior management, imbalance in general education, and inadequate teacher preparation. All children have the ability to learn and succeed, however, not in the same way or on the same day. More times than not educators develop an opinion about a student before they have had an opportunity to work with them. These perceptions are developed as a result of stereotypes, personal experiences, the media, inexperience working with a particular demographic, and influences from colleagues. Students have no control over these variables; however, they are subjected to the scrutiny of individuals that are responsible for providing them with a quality education. Educator’s perception of the students they serve plays a vital role in their expectations, interactions, and relationships with students they work with. These perceptions tend to hinder an educator’s ability to work with students in an unbiased manner in order to get the maximum effort out of their students. Ultimately, these variables contribute to differential rates of referral for minority students across the nation.
Click below to download the study.
| usm_dissertation_-_final_edit_-_11-13-13.pdf |
Dr. Corey Allen Montgomery
Title: Assistant Principal -Broward County Public Schools
Research Topic: A Multiple Case Study of Successful Inclusion Programs within The Broward County School District
Institution: Northcentral University
Committee Chair: Dr. Tim Delicath, Ph.D
Abstract: The interpretive nature of this dissertation study was grounded in the field of qualitative research. The purpose of the study was to qualitatively define successful inclusion instruction and/or programming. The units of analysis were three schools at each academic level within the Broward County School District which made Adequate Yearly Progress (AYP) on the 2009-2010 administration of the Florida Comprehensive Assessment Test (FCAT). The qualitative tools that were utilized to elicit answers to the research study were as follows: the structured interview process, the observation process, member checking, a literature review, thick analysis and the careful review and analysis of related data and archives. The pool of respondents, were a broad spectrum of practitioners employed to render academic and/or related services within each school’s exceptional student education department. The research findings were as follows: A successful inclusion program embraces proven practices in curriculum and instruction, has active parental involvement and has active participation and buy-in by all stakeholders. A successful inclusion program has the academic rigor to assist each and every student in meeting grade level expectations. The greatest barriers of an effective inclusion program include but is not limited to a lack of teacher buy-in, lack of targeted/effective training and adequate program funding. Practitioners feel that that the role that all stakeholders play should be clearly defined and actively and passionately carried out. Finally, as evidenced by the review of literature, the said findings provided a multifaceted set of best practices for the effective implementation of teaching and learning within the successful inclusion classroom and or/program.
Click below to download the study.
Title: Assistant Principal -Broward County Public Schools
Research Topic: A Multiple Case Study of Successful Inclusion Programs within The Broward County School District
Institution: Northcentral University
Committee Chair: Dr. Tim Delicath, Ph.D
Abstract: The interpretive nature of this dissertation study was grounded in the field of qualitative research. The purpose of the study was to qualitatively define successful inclusion instruction and/or programming. The units of analysis were three schools at each academic level within the Broward County School District which made Adequate Yearly Progress (AYP) on the 2009-2010 administration of the Florida Comprehensive Assessment Test (FCAT). The qualitative tools that were utilized to elicit answers to the research study were as follows: the structured interview process, the observation process, member checking, a literature review, thick analysis and the careful review and analysis of related data and archives. The pool of respondents, were a broad spectrum of practitioners employed to render academic and/or related services within each school’s exceptional student education department. The research findings were as follows: A successful inclusion program embraces proven practices in curriculum and instruction, has active parental involvement and has active participation and buy-in by all stakeholders. A successful inclusion program has the academic rigor to assist each and every student in meeting grade level expectations. The greatest barriers of an effective inclusion program include but is not limited to a lack of teacher buy-in, lack of targeted/effective training and adequate program funding. Practitioners feel that that the role that all stakeholders play should be clearly defined and actively and passionately carried out. Finally, as evidenced by the review of literature, the said findings provided a multifaceted set of best practices for the effective implementation of teaching and learning within the successful inclusion classroom and or/program.
Click below to download the study.
| diss-3_approved_10_6_12.xps |