Special Education (Ed.D)
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12262/4
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Item Open Access PERCEPTIONS OF COMMUNITY COLLEGE PROFESSORS REGARDING INSTRUCTIONAL PRACTICES FOR STUDENTS WITH DISABILITIESShivers, ParaleeRoberson-Shivers, Paralee A., A phenomenological descriptive study of perceptions of community college professors regarding instructional practices for students with disabilities at a college system in southeast Texas. Doctor of Education (Special Education Leadership), May 2021, Houston Baptist University, Houston, Texas. The purpose of this qualitative study was to describe the perceptions of community college professors regarding the instructional practices for addressing the needs of students with disabilities at postsecondary institutions in Southeast Texas. The participants for this study were purposefully selected from within a population of faculty as a snowball sampling. A total of 11 participants responded to the invitation to participate in the interview sessions. Participants addressed all questions on the questionnaire during the interview sessions. In the descriptive study, the researcher used the qualitative research methodology of hermeneutical phenomenology. In doing so, the researcher gained knowledge as the participants in this study conveyed their feelings, which described what they perceived and sensed through their own experiences. The overall findings on the participants’ questionnaire responses and interviewee sessions indicated that fifteen themes embedded in four categories emerged. The themes for the Accommodations category included statement needed in syllabus, sensory impaired students, testing, and administrating exams. The themes for Student Engagement category included in-class settings and online settings. The themes for Information and Training category included face-to-face training, online video training, and external facilitated training. The themes for Classroom Assistants, Assistive Software, and Technological Tools included sign language interpreters, note-takers, Communication Access Real-Time Translation (CART), Canvas, Kaltura, YouTube videos, and PowerPoint presentations. Based on responses from participants in this study, provided support and skills needed to work successfully when providing instructions to students with disabilities at a postsecondary institution.Item Open Access A CORRELATIONAL STUDY OF THE RELATIONSHIP BETWEEN TEACHERS’ SELF-EFFICACY AND ACHIEVEMENT FOR STUDENTS WITH DISABILITIES IN LOW-INCOME SCHOOLSCheetham-West, AlyssaThis quantitative study aimed to describe the impact elementary classroom teacher self-efficacy has on students with disabilities achievement. The study took place in an urban elementary school in the Southern Region of the United States. The researcher examined the beliefs of general education teachers in grades K-5 regarding their self-efficacy. Descriptive statistics were conducted to determine the teachers' self-efficacy levels related to teaching students with specific learning disabilities data. The researcher reported individual raw scores and composite scores on the Teacher Efficacy for Inclusion Scale to assess teachers' self-efficacy level who teach students with specific learning disabilities. A Pearson r correlation research design was used to determine the relationship between teachers' self-efficacy and the achievement of students with disabilities on the Measure of Academic Progress (MAP) Assessment. The researcher found no correlation between the Teacher Efficacy for Inclusion Scale and students with disabilities Measure of Academic Progress (MAP) score. The researcher did not find significant differences based on the teacher's years of experience, grade level taught, teaching certificate, or school. The mean percentile scores for all school achievement on the reading and math MAP assessment were in the low percentile range despite their high teacher self-efficacy survey scores on the Teacher Efficacy for Inclusion Survey. The results show campuses must have high expectations for all students, including students with a disability, to ensure academic growth and gains. Administrators, teachers, and staff must work together collaboratively to ensure the success of their students with disabilities.