Youth with intellectual and developmental disabilities (ID/DD) face significant barriers to social inclusion (Hill, Davis, Prout, & Tisdall, 2004; Koller, Pouesard, & Rummens, 2018; Simplican, Leader, Kosciulek, & Leahy, 2015) that are counter to their fundamental rights (Browne & Millar, 2016)...
This study examined the perceptions of special educators regarding building relationships with their secondary students with Emotional and Behavioral Disabilities (EBD). This qualitative study utilized a Straussian grounded theory methodology to develop a theory of relationship building between...
The Voices of Secondary Special Education Teachersin Transition PlanningStudents with disabilities appear to be graduating without acquiring the necessary skills prior to graduating from high school and transitioning to the adult role expectations of pursuing postsecondary education, furthering...
There is a distinct need to understand subjective well-being for neurodivergent students in early childhood. Review of previous literature suggests the positive influence of subjective well-being in mitigating psychological distress; however, young children have been excluded from these...
Abstract of DissertationUrban Elementary General Teachers’ Perceptions of the Inclusion of Students with High-Incidence Disabilities The rate of the inclusion of students with high-incidence disabilities in general education classrooms are increasing across the nation. The perceptions of general...
Despite a U.S. emphasis on math achievement, low math performance of students with learning disabilities remains a concern. In an attempt to explore the factors related to student success in mathematics, previous studies have examined various factors related to math achievement (Akkaya, 2016;...
Abstract of DissertationClosing the Opportunity Gap: Facilitators of and Barriers to Access and Opportunity from the Culturally and Linguistically Diverse Parent PerspectiveWhen we view the needs of our students through the lens of access and opportunity for students of African American...
This study used a transformative, convergent mixed methods design, with a crossover analysis, to investigate the K-12 and postsecondary experiences young adults with disabilities perceive as influencing their persistence in postsecondary education. Thirteen young adults who were persisting in or...
This study examined key factors germane to achieving long-term sustainability of inclusive education for children with disabilities in West Africa. International initiatives such as Education for All (EFA) have been driving forces in increasing access to primary education for children worldwide;...
A mixed methods study was designed to collect and analyze perspectives from professional educators who had earned the master’s degree in special education within the last five years from universities that offered special education programs accredited by the Council for the Accreditation of...