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Ahn, May Koseki – ProQuest LLC, 2017
Although researchers have clearly identified evidence-based ABA practices for children with autism, the research-to-practice gap in implementation continues to exist in schools. This may be due to lack of staff development and knowledge in specific instructional methods (Odom, Collet-Klingenberg, & Hatton, 2010). Moreover, the delivery of…
Descriptors: Special Education Teachers, Autism, Self Contained Classrooms, Web Based Instruction
Parker, Audra K.; Rakes, Lori – Current Issues in Education, 2020
Teacher candidates consistently indicate field experiences are the most impactful aspect of their preparation for teaching. In this study we explored elementary teacher candidates' perceptions of elementary K-6 grade level organization (departmentalized or self-contained) during their teacher preparation field experiences at two universities in…
Descriptors: Preservice Teachers, Student Attitudes, Instructional Program Divisions, Elementary School Teachers
Chelsea Nicole Gyke – ProQuest LLC, 2020
Classroom management, although considered one of the essentials of the optimal learning experience, is often a challenge for teachers. Certain classroom management strategies, such as group contingency interventions and token economies, are evidence-based strategies to aid teachers in gaining successful management of the classroom. The utilization…
Descriptors: Tablet Computers, Classroom Techniques, Web Sites, Educational Technology
Orr, Robyn K.; Caldarella, Paul; Hansen, Blake D.; Wills, Howard P. – Grantee Submission, 2019
Middle school special education teachers often express concern about challenging student behavior. Class-Wide Function-Related Intervention Teams (CW-FIT), a behavior management program based on school-wide positive behavior support, has been effective in elementary general education classrooms. The present study, the first to apply it in a middle…
Descriptors: Behavior Modification, Student Behavior, Middle School Students, Special Education
Alasim, Khalid – Deafness & Education International, 2020
The reading comprehension levels of students who are deaf or hard of hearing (DHH) are low compared to those of their hearing peers. One possible reason for this low reading levels is related to the students' prior knowledge. This study investigated the potential factors that might affected DHH students' prior knowledge, including their degree of…
Descriptors: Deafness, Prior Learning, Reading Comprehension, Hearing Impairments
O'Brien, Kristen Merrill; Brunsting, Nelson C.; Bettini, Elizabeth; Cumming, Michelle M.; Ragunathan, Maalavika; Sutton, Rachel – Exceptional Children, 2019
Special education teachers (SETs) who teach students with emotional or behavioral disorders (EBD) in self-contained settings are often less qualified, more stressed and burned out, and more likely to leave teaching than other SETs, resulting in a less effective workforce teaching students with significant behavioral and academic needs. Working…
Descriptors: Special Education Teachers, Teaching Conditions, Self Contained Classrooms, Emotional Disturbances
Feldman-Adams, Deborah; Bird, Megan; Dwosh, Janice; Warner, ElizaBeth – Gifted Child Today, 2019
This article reviews recent efforts to implement the William & Mary English Language Arts (ELA) curriculum within the Paradise Valley Unified School District gifted programs. The programs include self-contained gifted, as well as content replacement programs in Title 1 and Non-Title 1 schools. Each delivery model modified the constructs of the…
Descriptors: Educational Innovation, Language Arts, Academically Gifted, Delivery Systems
Bettini, Elizabeth; Lillis, Jennifer; Stark, Kristabel; Brunsting, Nelson C.; Mathews, Hannah Morris – Grantee Submission, 2021
Students with emotional/behavioral disorders are increasingly included in general education settings, requiring their special educators to coordinate with other educators. Yet, research provides limited insights into their interactions with other educators. Thus, we qualitatively examined how special educators experienced and navigated…
Descriptors: Special Education Teachers, Students with Disabilities, Interaction, Emotional Disturbances
Wesley O'hara Little – ProQuest LLC, 2022
The purpose of this qualitative descriptive study was to explore how special education teachers describe selecting and applying differentiated instructional strategies for students with mild, moderate, to severe disabilities in self-contained classrooms within a school district in Arizona. Jean Piaget's social constructivism theory and Carol Ann…
Descriptors: Special Education Teachers, Individualized Instruction, Self Contained Classrooms, Teaching Methods
Bettini, Elizabeth; Cumming, Michelle M.; O'Brien, Kristen Merrill; Brunsting, Nelson C.; Ragunathan, Maalavika; Sutton, Rachel; Chopra, Akash – Exceptional Children, 2020
Schools experience difficulty retaining special educators to serve students with emotional or behavioral disorders (EBD) in self-contained settings, as they have higher rates of burnout and attrition than other educators. Administrators could prevent these outcomes by improving working conditions, but research provides limited insights into which…
Descriptors: Special Education Teachers, Intention, Students with Disabilities, Emotional Disturbances
Withey, Kristin L. – ProQuest LLC, 2018
While there is a longstanding call for all students to succeed, students receiving special education services under the label of emotional disturbance (ED) are at an increased risk for minimal school and life outcomes, ranging from poor classroom grades and increased expulsion to high rates of incarceration and drug use. Although there are extant…
Descriptors: Emotional Intelligence, Intervention, Elementary School Students, Special Education
Norma Moreno – ProQuest LLC, 2018
This case study applied the Gap Analysis (Clark & Estes, 2008) approach in order to analyze, identify, and validate the knowledge and skills, motivation, and organizational influences and barriers that contribute to the English Language Learner (ELLs) achievement gap. This study focused on participants at Elementary School as its sample…
Descriptors: Achievement Gap, English Language Learners, Barriers, Influences
Kocaoz, Onur Emre; Little, Mary E.; Gallup, Jennifer – Education and Training in Autism and Developmental Disabilities, 2019
This study investigated an intervention package that combined Skillstreaming procedures with video modeling for the development of social skills for middle school students identified with and autism spectrum disorder (ASD). A multiple probe design across participants was employed to assess the effectiveness of the video modeling intervention…
Descriptors: Video Technology, Interpersonal Competence, Autism, Pervasive Developmental Disorders
Sharp, Laurie A.; Simmons, Michelle; Goode, Frank; Scott, Lawrence – SRATE Journal, 2019
Developing preservice special educators' understandings of curricular content knowledge in inclusive and self-contained settings is essential. The purpose of the present study was to better understand specific preparation practices teacher educators use to equip preservice special educators with curricular content knowledge. Using a survey…
Descriptors: Preservice Teachers, Special Education Teachers, Pedagogical Content Knowledge, Inclusion
Alasim, Khalid; Paul, Peter V. – Deafness & Education International, 2019
Students who are hard of hearing in Saudi Arabia are educated full-time in self-contained classrooms. One possible reason that these students have not been included in general education classrooms is related to teachers' attitudes. The present study investigated the attitudes of teachers of students who are hard of hearing and of general education…
Descriptors: Foreign Countries, Deafness, Hearing Impairments, Self Contained Classrooms