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Special Education Theses and Dissertations

Theses/dissertations from 2024 2024.

Beliefs of Male Elementary School Special Education and General Education Teachers Regarding Full Inclusion for Students with Autism Spectrum Disorder in Saudi Arabia , Sultan Alanazi

The Integration of Assistive Technology by Female In-Service Teachers of Students with Learning Disabilities in Saudi Arabia: A Qualitative Interview Study , Badriah Alotaiby

Theses/Dissertations from 2023 2023

Saudi Parents as Advocates for Their Young Children with Disabilities: Reflections on The Journey , Sadeem A. Alolayan

Theses/Dissertations from 2022 2022

Graduate Teaching Assistants’ Knowledge and Attitudes Toward Students with Disabilities in Higher Education , Yanlys De La Caridad Palacios

The Specifics of Specific Learning Disability: An Analysis of State-Level Eligibility Criteria and Response to Intervention Practices , Lora M. Williams

Theses/Dissertations from 2021 2021

Barriers to Reducing the Assistive Technology use for Students with Autism as Perceived by Special Education Teachers in Saudi Arabia , Othman Ahmed Alasmari

Saudi Teachers’ Perspectives on Implementing Evidence-Based Practices Specifically Designed for Students with Autism Spectrum Disorder , Ahmad Saad Alghamdi

Perceptions of Preservice Teachers of Students with Intellectual Disabilities About their Preparation for Inclusive Education , Abdullah Aljudaya

Experiences of Saudi Arabian Mothers of Young Children with Disabilities: An Exploratory Study , Samirah Bahkali

Theses/Dissertations from 2020 2020

Perceptions of Preservice Teachers of Students with Autism and Intellectual Disabilities in their Teacher Preparation Programs in Saudi Arabia , Salman Almughyiri

Theses/Dissertations from 2019 2019

The Use of Assistive Technology with Students with Severe Intellectual and Developmental Disabilities in Saudi Arabia: Teachers’ Perspectives , Khalid Mohammed Abu Alghayth

Saudi Special Education Preservice Teachers’ Perspective towards Inclusion , Sarah Binmahfooz

The Teacher Evaluation Conundrum: Examining the Perceptions of Special Education Teachers , Gordon Brobbey

Autism and Inclusion in England’s Multi Academy Trust: A Case Study of a Senior Leadership Team , Danielle Lane

Threats to Teaching: An Investigation Into the Constructs of Compassion Fatigue in the Classroom , April M. Steen

Theses/Dissertations from 2018 2018

General Education Teachers’ Perceptions of Response to Intervention Implementation: A Qualitative Interview Study , Adhwaa Alahmari

Deaf Lesbian Identity , Noël E. Cherasaro

Beyond Replicative Technology: The Digital Practices of Students with Literacy-Related Learning Difficulties Engaged in Productive Technologies , Aimee Frier

Learning in the Margins: The Educational Experiences of an African American Male with Disabilities , Aisha Holmes

Including children with learning differences: Experiences of independent school teachers , Lisa M. Lockhart

Theses/Dissertations from 2017 2017

Perceptions of Arab American Mothers of Children with Autism Spectrum Disorder: An Exploratory Study , Haifa Alsayyari

It’s Not All Sunflowers and Roses at Home: A Narrative Inquiry of At-Risk Girls and Their Perceptions of Their Educational Experiences , Jessica Aggeles Curtis

Improving Reading Comprehension of Children with ASD: Implication of Anaphoric Reference Support with Computer Programming , Seda Karayazi Ozsayin

Collaboration with Families: Perceptions of Special Education Preservice Teachers and Teacher Preparation , Mehmet Emin Ozturk

Theses/Dissertations from 2016 2016

The Role of Prep Schools in the Middle to High School Transition of Students in Southeastern Turkey , Mucahit Kocak

Use of a Game-Based App as a Learning Tool for Students with Mathematics Learning Disabilities to Increase Fraction Knowledge/Skill , Orhan Simsek

Theses/Dissertations from 2015 2015

Examining Experiences of Early Intervention Providers Serving Culturally Diverse Families: A Multiple Case Study Analysis , Wendy Lea Bradshaw

Restricted and Repetitive Behaviors as Strengths, not Weaknesses: Evaluating the Use of Social Stories that Embed Restricted Interests on the Social Skills of Children with Autism Spectrum Disorder , Maya Nasr

Theses/Dissertations from 2014 2014

The Fight Within: Experiences of School District Employees Who Advocate for the Rights of Their Own Children with Disabilities Inside the Districts Where They Work, a Heuristic Case Study , Keri Haley

Constructing an "Appropriate" Education in Florida Special Education Due Process Final Orders , Michelle Henry

Interagency Collaboration for the Provision of Services to Migrant Children with Disabilities: An Exploratory Study , Georgina Rivera-Singletary

Theses/Dissertations from 2013 2013

Reading Assessment Practices of Elementary General Education Teachers: A Descriptive Study , Sarah Mirlenbrink Bombly

Making a Difference in the Lives of Students: Successful Teachers of Students of Color with Disabilities or who are At-Risk of Identification of Disabilities at a High-Performing High-Poverty School , Tristan L. Glenn

Teacher Perspectives on the Instructional Impact of the Florida Alternate Assessment , Katherine Hawley

Blending Worlds, Reforming Practice?: An Instrumental Case Study Of Collaborative Early Childhood Teacher Education , Ann Marie Mickelson

The Perspectives of Graduate Students with Visual Disabilities: A Heuristic Case Study , Luis Perez

Connective Capacity: The Importance and Influence of Dispositions in Special Education Teacher Education , Scot Mcgregor Rademaker

Examining School Capacity for Inclusion Using a Multi-Dimensional Framework: A Case Study , Amy Lenee-Monnier Toson

Becoming a Teacher in Multiple Voices: An Exploration of Teacher Identity Formation Among Teachers of Students with Autism Spectrum Disorder , Mary E. Wilt

Theses/Dissertations from 2012 2012

A Multi-Perspective Exploration of a Cross-Age Tutoring Initiative: An Analysis of the Responses of All Students , Ann Elizabeth Gillies

Examining Teacher Identity and Prospective Efficacy Beliefs Among Students Enrolled in a Precollegiate Urban Teaching Academy (UTA) , Marsha Simon

Theses/Dissertations from 2011 2011

Preservice Teachers' Perceptions of their Perspective Transformations: A Case Study , Victoria Caruana

The Development of The Personal Strengths Intervention (PSI) to Improve Self-Determination and Social-Emotional Levels in Postsecondary Students with Learning Disabilities and/or ADHD: A Multiple Baseline Study , Jennie L. Farmer

Kujichagalia! Self-Determination in Young African American Women With Disabilities during the Transition Process , La Tonya L. Gillis

Perspectives of Teachers of Students with Autism Spectrum Disorders Regarding the Factors Related to Their Intent to Remain in the Profession , Glenda Esther Koshy

High Stakes Play: Early Childhood Special Educators' Perspectives of Play in Pre-Kindergarten Classrooms , Joanne Scandling Manwaring

School-Wide PBS: The Link Between Action Planning and Outcomes , Stephanie Angelique Martinez

Guided by the Spirit: Understanding Student Behavior and Theological Philosophy Through the Lens of Secondary Catholic School Teachers , Angela Marie Mucci

It Takes More Than a Whistle: Perceived Characteristics of Effective School Based Coaches , Jenna Nicole Sage

Examining the Experiences of a Select Group of First Year Special Education Teachers: A Multiple Case Study Analysis , Roseanne Kaiser Vallice

Theses/Dissertations from 2010 2010

A Canine Audience: The Effect of Animal-Assisted Therapy on Reading Progress Among Students Identified with Learning Disabilities , Julie Omodio Griess

The Lived School Experiences of a Select Group of Female Adolescents Labeled Emotionally/Behaviorally Disordered , Anna Robic

Theses/Dissertations from 2009 2009

Lived Experience: Diverse Perspectives on Raising a Child with Autism , Heather J. Brace

An examination of the implementation of the Second step program in a public school system , Lynn Pedraza

Portraits of Online Teaching and Learning: The Experiences of an Instructor and Six Graduate Students in a Course Entitled Educating Students with Autism , Sarah R. Semon

Striving and Surviving: The Phenomenology of the First-Year Teaching Experience , Michael D. Smith

Theses/Dissertations from 2008 2008

Transition Experiences of Selected Emerging Adults With Emotional and Behavioral Difficulties in Higher Education , Kathleen M. Fowler

A Qualitative Analysis of a Teacher Support Program for Educating Students with Emotional Disturbance in an Inclusive Setting , Crystal Williams Harmon

Evaluating the Efficacy of the Developing Algebraic Literacy Model: Preparing Special Educators to Implement Effective Mathematics Practices , Sharon N. E. Ray

Theses/Dissertations from 2007 2007

The Effects of Mentoring on the Elementary Special Education Mentor , Maria Angeliadis

Prevalence of Language Disorders Among Children with Severe Behavioral Problems Referred for a Psychiatric Evaluation by a Large Urban School District , Brenda J. Curtwright

Implementing differentiated instruction in urban, Title I schools:: Effects of facilitated support groups and program fidelity on student achievement , Deborah W. Hellman

Key stakeholder perceptions of the expulsion process for high school students identified as emotionally disturbed , Suzanne R. O'Neill

Theses/Dissertations from 2006 2006

An examination of the experiences of five African American male students with regard to school discipline practices , Simon Yohann Earle

Examining the characteristics of teachers in a Master of Arts in Teaching (MAT) program in varying exceptionalities: Responding to the "highly qualified" teacher mandate , Erica Djuan McCray

Theses/Dissertations from 2005 2005

"I've Got the Power!": Investigating Pre-service Special Educators' Perceptions and Abilities to Teach Reading to Students with Disabilities" , Tandria Milango Callins

Evaluating Positive Behavior Support Plan Implementation In The Home Environment Of Young Children With Challenging Behavior , Michelle A. Duda

Asperger Syndrome: A Case Study on One Family’s Understanding , Ben Graffam

An Examination Of The Relationship Between Urbanicity and Children With Emotional Disturbances Served In Restructuring Public Schools , Karen Monk Harris

Voices From a Marginalized Population: Life Histories of Individuals With Physical Impairments , James Peter Marsh

The Effects of Hand Fidgets on the On-Task Behaviors of A Middle School Student With Disabilities in an Inclusive Academic Setting , Karen S. Voytecki

Theses/Dissertations from 2004 2004

Speech-Language Pathologists’ Professional Efficacy Beliefs about Assessing the Language Skills of Bilingual/Bicultural/Bidialectal Students , Karen Patricia Harris

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Home > School, College, or Department > College of Education > Special Education > Dissertations and Theses

Special Education Theses and Dissertations

Theses from 2024 2024.

Early Reading Instruction Methods: An Analysis on the Outcomes of Whole Language Instruction and Phonics Instruction , Kaitlin E. Nims-Fournier (Thesis)

Theses/Dissertations from 2023 2023

Improving Peer-to-Peer Learning for Students with Extensive Support Needs in Inclusive Classrooms , Zachary Michael Deets (Dissertation)

Behavior Training for Educators: What Training do Educators Need to Support Students with Challenging Behaviors? , Michelle R. Milburn (Dissertation)

Beyond First Thoughts: Understanding the Essence of Equitable Decision-Making, A Phenomenological Study, White Practitioners as Equitable Educational Decision-Makers , Zinnia Un (Dissertation)

Theses/Dissertations from 2022 2022

An Examination of Educator Perspectives on Career and College Pathways for Black, Indigenous, and Students of Color with Disabilities , Rachel Anne Herrick (Dissertation)

Theses/Dissertations from 2021 2021

"It's Not by Accident": Examining Leadership Efforts to Disrupt Oregon's Segregated K-12 Education System , Michael Eric Salitore (Dissertation)

Theses/Dissertations from 2020 2020

Inclusion for Speech-Language Pathology Minority Graduate Students , Teresa Michelle Roberts (Dissertation)

Theses/Dissertations from 2019 2019

Early Intervention Referral Outcomes for Children at Increased Risk of Experiencing Developmental Delays , Kristi Laurine Atkins (Dissertation)

Impact of Professional Development on Accessible Early Literacy Content for Preschool Children with Disabilities in Public Library Storytime , Melissa Pebly (Dissertation)

Theses/Dissertations from 2018 2018

The Impact of Online Professional Development on the Assessment Efficacy of Novice Itinerant Teachers of Students with Multiple Disabilities Including Visual Impairments , Jacqulyn Anne Donnenwirth Daniels (Dissertation)

Theses/Dissertations from 2017 2017

A Phenomenological Study of the Lived Experiences of Parents of Young Children with Autism Receiving Special Education Services , Donna Marie Barrow (Dissertation)

A Brief Intervention to Increase the Use of Precorrection and Praise by Elementary School Teachers , Dustin Bindreiff (Dissertation)

The Voices of Special Educators: How Do Special Educators Teach English Language Learners Who are Receiving Special Education Services? , Elizabeth Ann DuBois (Dissertation)

Theses/Dissertations from 2016 2016

An Investigation of School-Based Specific Learning Disability Identification , Bonnie Heather Bartos (Dissertation)

Desirable Conversations: Sexuality and Women with Intellectual Disabilities , Neera Malhotra (Dissertation)

An Examination of School Readiness: How Is the Construct Defined for Children Who Are Blind? , Lisa Joann McConachie (Dissertation)

The Efficacy and Feasibility of a Context-Specific Autism Behavior Rating Tool with Real Time Data Collection Methods from the Perspectives of Clinicians, Educators, and Parents , Kathleen Marie Panaccione (Dissertation)

Exploring the Impact of an LD Diagnosis on the Self-Determination of Women in Poverty , Cynthia Jakes Stadel (Dissertation)

Theses/Dissertations from 2014 2014

Adjustment to College among Lower Division Students with Disabilities: An Exploratory Study , Kristy Lee Ann McNulty (Dissertation)

Theses/Dissertations from 2013 2013

The Effect of Teacher-Identified Classroom Management , Monica Rose Root (Thesis)

Theses/Dissertations from 2011 2011

Early Childhood Inclusion: Teacher Perception of the Supports Needed to Fully Include Children with Special Needs , Meredith Villines (Thesis)

Theses/Dissertations from 2008 2008

The Use and Interpretation of the Batería III With U.S. Bilinguals , Julie Esparza Brown (Dissertation)

Theses/Dissertations from 1979 1979

An Evaluation of a Data-Based Sex Education Training Program for Mentally Retarded Adults , Patricia Ann Riley (Thesis)

Theses/Dissertations from 1972 1972

The Effects of Perceptual-Motor Training on the Perceptual-Motor Skills of Emotionally Disturbed Children , Karen R. Brown (Thesis)

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Home > College of Education and Human Services > CEHS_DEPARTMENTS > SPECED > Special Education Graduate Theses and Dissertations

Special Education Graduate Theses and Dissertations

Theses/dissertations from 2023 2023.

Understanding Being a Special Education Teacher in the Era of COVID-19: Teacher Perceptions Two Years In , Amanda N. Walkup

Theses/Dissertations from 2022 2022

Identifying Factors that Increase Sustainability of SWPBIS in US Middle Schools , Heather L. Hoffert

Teachers’ Perceptions of Causes of Academic Difficulties Experienced by Students who are Culturally and Linguistically Diverse , Courtney D. Miller

Choosing Not to Participate: Cyber Truancy and Special Education , Elizabeth A. Popielarcheck

Theses/Dissertations from 2019 2019

Computer-Assisted Instruction Compared to Traditional Instruction on Letter Recognition for Preschoolers with Special Needs , Jamie Nicole Harvey

Effects of Teacher Training in Trial-Based Functional Analysis via Video Modeling , Mary Haspel

Technology Use By Teachers Of Deaf And Hard-Of-Hearing Students , Nichole K. Zirzow

Theses/Dissertations from 2017 2017

Beyond the classroom: The need for support for parents with a child diagnosed with autism, ID, and behavioral problems , Erica Curington

Theses/Dissertations from 2014 2014

Development of the Dynamic Evaluation Model to Significantly Advance Autism Research , Dana Cihelkova

Application Activities Designed to Prepare Preservice Special Education Teachers for Response and Prevention of Bullying Behaviors , Crystal Smith

Theses/Dissertations from 2012 2012

Instructional Leadership for Middle School Students with Disabilities in the General Education Classroom: The Role of the Principal , Jeremy M. Lynch

Using the Concrete-Representational-Abstract Sequence to Connect Manipulatives, Problem Solving Schemas, and Equations in Word Problems with Fractions , Julie L. Reneau

Expanding training opportunities for parents of children with autism , Jennifer Lee Suppo

Stakeholders' Perceptions of Special Educator Induction Programs in a Low Attrition District , Jeremy Vittek

Theses/Dissertations from 2011 2011

Diversity as an Influence on the Choice of Teaching Positions by Pre-service Students in Special Education , Tara A. Brooks

Theses/Dissertations from 2010 2010

Use of direct instruction to teach reading to students with significant cognitive impairments: Student outcomes and teacher perceptions , Philip Michael Kanfush III

Literacy knowledge among teachers: Considerations for implementation of the RtI initiative , Amy F. Conner Love

Theses/Dissertations from 2009 2009

The principal's role in creating a school culture that fosters achievement of students with high incidence disabilities: A study of one school , Shelby B. Haines

Life stories of selected adults with learning disabilities: How they come to understand and choose to reveal their disabilities , Christine M. Sampson

Mathematics professional development needs of general education and special education teachers , Kathryn L. Servilio

Theses/Dissertations from 2008 2008

Analysis of elementary teachers' self-reports of variables influencing teacher decisions during the special education referral process , Bernard Charles Jones

Theses/Dissertations from 2006 2006

Perspectives of key stakeholders with regard to extended school year programs , Billie E. Bonnett

Field perceptions of the Vision Initiative for Children's preschool vision screening training model , P. Kay Nottingham Chaplin

Theses/Dissertations from 2005 2005

An exploration of interdisciplinary collaboration when serving students with moderate and severe disabilities at the middle and high school levels: A current snapshot of perceived barriers and opportunities , Sara A. Brannan

Theses/Dissertations from 2004 2004

Preservice general education teachers' perceptions of special education training needs , Kalie Renee Kossar

Theses/Dissertations from 2002 2002

Participants' beliefs about educational risk and resilience in Energy Express, a summer intervention program for West Virginia's elementary schoolchildren , Lynn G. McMullen

Perceptions of moral agency among some preschool special needs teachers , Stephen Keith Pavlovic

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Theses and Dissertations - Special Education

Theses/dissertations from 2023 2023.

Understanding Administrative Support from the Perspective of Special Educators , Morgan M. Glasson

Efficacy and Outcome Beliefs of General and Special Education Teachers Working with Culturally Linguistically Diverse Students with Disabilities , Jennifer L. Hastings

Transition Planning and the School to Prison Pipeline: a Phenomenological Study Investigating the Lived Experiences of Alternatively Placed High School Black Males with High Incidence Disabilities , Brandon Garrett Thornton

Training Caregivers of Young Children Who Are Deaf / Hard of Hearing To Implement Communication Facilitation Strategies , Rachel Lynn Wells

Theses/Dissertations from 2021 2021

Factors Associated with Parent Involvement for African American Youth with Intellectual and Developmental Disabilities: Findings from the Nlts-2012 , LaTonya J. Harris

Special Education Preservice Teachers Culturally Responsive Teaching Self-Efficacy: a Mixed Methods Study , Krystal Lewis-Pratl

Exploring African American Vernacular English and Disproportionality in Special Education , Camille O'Quin

Theses/Dissertations from 2020 2020

Factors That Influence Parent Communication Decisions for Their Deaf or Hard of Hearing Child in Illinois , Karla A. Giese

Orientation and Mobility Service Decisions: What Is Guiding Them if It Is Not Assessment? , Lauralyn Kay Randles

Being Black while Leading: a Mixed Methods Study of Black Administrators' Experiences in U.s. Public Schools , Latasha Marie Schraeder

Special Education Pre-service Teachers’ Perceptions of Cooperating Teachers’ Co-teaching Relationships: a Qualitative Study , Christianna N. Vehlow

Theses/Dissertations from 2019 2019

Knowledge, Concerns, and Interventions Related to D / Deaf English Learners , Molly Beth Turner

Theses/Dissertations from 2018 2018

Communication between Home and School for Parents of Children with Chronic Illness , Keri Edwards

Deaf / Hard of Hearing Preschool Students’ Acquisition of Language through Dyadic and Triadic Communication Contexts , Molly S. Herman

Teaching Students with Developmental Disabilities To Sequence Academic Content Using Video Modeling and Constant Time Delay via an Ipad Application , Allison Marie Kroesch

Young Adults with Visual Impairments and Driver's Education: Journeys of Self-Efficacy, Identity, and Transition to Adulthood , Molly Pasley

Theses/Dissertations from 2017 2017

Caregivers' and Professionals' Perceptions on Collaboration in Early Intervention , Sara J. Edwards

Teachers' Perceptions of Addressing Leisure in Curriculum for Students with Severe Disabilities , Kara Klepp

A Qualitative Investigation of Secondary General Education Teachers' Perspectives on Their Involvement in Transition Services , Stephen M. Kwiatek

Computer-Mediated Communication Usage and Perceptions amongst Young Adults with Autism Spectrum Disorder , Laura A. Massier

Measuring the Longitudinal Communication Growth of Learners Who Are Deafblind , Kristi M. Probst

Investigating Trust Relationships between Special Education Teachers and Their Principals and Special Education Directors , William D. Roseland

The Effects of Text-to-Speech on Reading Comprehension of Students with Learning Disabilities , Mary Cece Young

Theses/Dissertations from 2016 2016

Social Positioning: Positioning Adults with Severe and Multiple Disabilities and Complex Communication Needs for Social Interaction , Dena Bonnike

Understanding the Self-Efficacy Beliefs of Preservice Learning and Behavioral Specialists during Their Practicum, Field-Based, and Student Teaching Semesters , Alice S. Cahill

Educators' Perceptions of the Importance and Intensity of Supports in the General Education Classroom for Students with Individualized Education Plans , Stephanie N. DeSpain

Parent-Implemented Intervention Using an Ipad To Enhance Expressive Language in Young Children , Yvette Renee Evans

Effects of a Self-Advocacy Intervention on the Ability of High School Students with High Incidence Disabilities To Advocate for Academic Accommodations , Nancy J. Lopez

Elementary General Education Teachers' Perspectives towards the Inclusion of Students with Emotional Disturbances , Leona E. O'Dear

Theses/Dissertations from 2015 2015

Delivering the Parent-Implemented Communication Strategies ( Pics ) Intervention Using Distance Training and Coaching with a Father and His Child Who Is Hard of Hearing , Marc Daczewitz

Effects of Explicit Reading Comprehension Strategy Instruction for English Learners with Specific Learning Disabilities , Sara Lynn Jozwik

Rural High School Special Education Teachers' Perceptions Related to Structured Work Experiences , Abigail Meghan Christina Lies

Perceptions of the Roles of Paraprofessionals and Other Support Strategies To Assist Students with Disabilities in the General Education Classroom , Chrystyna Eliashevsky Sroka

Theses/Dissertations from 2014 2014

Evaluating Factors That Influence Treatment Integrity during Peer Consultation , Jennifer Ann Arms

The Effect of Metalinguistic Strategy Instruction on the Oral and Written Expression of School-Aged Children , Karen Lara Dudek

Exploratory Study of the Perspectives of Midlife Adults with Intellectual Disability, Their Parents, and Case Managers Regarding Quality of Life and Needed Supports and Services , Jane L. Lurquin

The Effect of Self-Monitoring on Academic Engagement of Students with Emotional Disturbance , Clayton Theisinger

Theses/Dissertations from 2013 2013

An Examination of Student Perceptions of Regional Safe School and Public School Services , Elizabeth Degruy

Leadership for Equity in Education: Perceptions of Disability Studies Concepts by Directors of Special Education , Andrea P. Dinaro

Understanding the Support Needs of People with Intellectual and Related Developmental Disabilities through Cluster Analysis and Factor Analysis of Statewide Data , Yuwadee Viriyangkura

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• A Comparison of Instructive Feedback During High and Low Demand Contexts On Intraverbals For Children With Autism Spectrum Disorder  Zemantic, Patricia ( University of Oregon , 2019-09-18 ) An adapted alternating treatments design was used to evaluate the effect of context on the acquisition of intraverbals for three young children with autism spectrum disorder (ASD) when utilizing instructive feedback (IF). ...
• A Delphi Survey on the Implementation of Trauma-Informed Care Techniques for Autistic Children  McCafferty, Kali ( University of Oregon , 2022-10-04 ) Autistic youth and youth with intellectual and developmental disability (IDD) are at an increased risk of experiencing potentially traumatic events. As such, they may benefit from extra support across service providers; ...
• A Phenomenological Inquiry Into Culture Based, Community Driven Adaptable Interventions for Native American Youth  Blue, Tracy ( University of Oregon , 2022-10-04 ) Abstract Native American communities work to preserve and enhance traditional culture in urban and rural environments through an emphasis on strengthening sovereignty and self-determination in order to protect and promote ...
• A Phenomenological Study of Transgender Youth With Disabilities High School Experiences  Ingram, Angela ( University of Oregon , 2019-01-11 ) The purpose of this study was to gain an in-depth understanding of the lived experiences of transgender youth with disabilties in high school. Utilizing in-depth phenomenological interviews and photography, this study ...
• A Preliminary Study on the Effects of Behavioral Mimicry on Drinking Behaviors in Older Adult Populations  Nam, Susie ( University of Oregon , 2017-09-06 ) Malnutrition and dehydration are prevalent health risks among older adults in skilled nursing facilities, particularly among those with cognitive impairments. Existing behavioral interventions do not consider social aspects ...
• A Regression Tree Analysis of Factors Impacting Student-Teacher Relationship Quality for Children with Developmental Delay  Cohenour, Jessica ( University of Oregon , 2019-09-18 ) Student-teacher relationships (STRs) link to healthy development across behavioral, social, and emotional domains and promote healthy adjustment to educational environments and healthy attachments to educators. Previous ...
• A Single Case Experimental Design Investigating Collaborative Interpersonal Strategy Building with Audio Reflection (CISBAR) for Improving Social Communication after Acquired Brain Injury  Iwashita, Heidi ( University of Oregon , 2022-10-04 ) Four adults with a history of acquired brain injury (ABI) participated in an intervention study via Zoom with their everyday communication partners. This was the first trial of a new intervention, Collaborative Interpersonal ...
• Adapting and Validating a Parent-Completed Assessment: A Cross-Cultural Study of the Ages & Stages Questionnaires: INVENTORY in China and the United States  Xie, Huichao ( University of Oregon , 2016-11-21 ) The Chinese government has announced the 2013 Guidelines for developing a national system for early detection of disability among children under 6 years of age. However, given limited resources, challenges exist with ...
• Adaptive Behavior, Autism Symptom Severity, and Caregiver Depression in Families with Young Children with Autism  Golya, Nandita ( University of Oregon , 2014-10-17 ) Individuals with autism spectrum disorder (ASD) represent a heterogeneous population, with wide variability in adaptive behavior. Understanding sources of variability in adaptive behavior in children with ASD has important ...
• Adverse Childhood Experiences and Parental Warmth: A Mixed Methods Analysis of Adversity and Parenting Behavior With a Community Sample of Mothers  Fisher, Stephanie ( University of Oregon , 2024-01-09 ) Parenting is an important and complex experience that drives a child’s healthy development and well-being as an adult. Parenting has strong implications for child outcomes, and the link between a history of adversity and ...
• An Argument-Based Approach to Early Literacy Curriculum-Based Measure Validation Within Multi-Tiered Systems of Support in Reading: Does Instructional Effectiveness Matter?  Suhr, Marissa ( University of Oregon , 2021-09-13 ) Early literacy curriculum-based measures (CBMs) are widely used as universal screeners within multi-tiered systems of support in reading (MTSS-R) for (1) evaluating the overall effectiveness of the reading system and (2) ...
• An Examination of Factors Impacting Executive Functioning in Children with Developmental Delays  Barton, Hannah ( University of Oregon , 2021-09-13 ) Executive functioning abilities have been associated with important behaviors such as adaptive skills and cognitive abilities in children with and without disabilities. Executive functioning has primarily been measured as ...
• An Examination of the Oregon Kindergarten Assessment  Wilson, Allison ( University of Oregon , 2015-08-18 ) A surge of interest has emerged across the US in high-quality early childhood education programs that prepare children for success in school and later years. In particular, attention has been focused on the kindergarten ...
• An Experimental and Descriptive Analysis of a Multilevel Consultation Model to Support Paraprofessionals in Implementing Behavioral Interventions in an Early Childhood Special Education Setting  Mahon, Jake ( University of Oregon , 2018-09-06 ) Paraprofessionals spend the most time with the neediest students, but receive the least amount of training and support. All target students in the study had developmental disabilities, were between the ages of three and ...
• An Exploratory Approach to Understanding Opioid Treatment of Mothers  Storie, Sloan ( University of Oregon , 2019-09-18 ) A strength-based approach was used to explore how mothers with opioid use disorder have overcome barriers to access supports and services within the community. To understand this issue, an exploratory qualitative study ...
• An analysis of a secondary level intervention for high school students at risk of school failure: The High School Behavior Education Program  Swain-Bradway, Jessica L., 1976- ( University of Oregon , 2009-06 ) The High School Behavior Education Program (HS-BEP) is a secondary level intervention for high school "at risk" students that provides both academic and social supports. Students participating in the HS-BEP attend a 45-minute ...
• An Analysis of the Effects of Using Direct Measures in a Competency Based Professional Education Program: An Example in Nursing  Dean, Diana Hill ( University of Oregon , 1973-08 ) The purpose of this study is to demonstrate the serial relationship between behavioral criteria (competencies) and the measured evidence of the application of the competencies by the learner. Specifically, our task is ...
• Associations Among Maternal Distress, Parenting Behaviors, And Child Self-Regulation In Latina Mother-Child Dyads: Exploring The Role Of Cultural Factors  Onofrietti Magrassi, Antonella ( University of Oregon , 2024-01-09 ) There is extensive evidence on the negative effects of maternal depression and parenting stress on child development. Specifically, there is a robust body of literature suggesting that depression and stress decrease maternal ...
• Associations Between Caregiver Depression and Social Support Among Diverse Caregivers of Children with Developmental Delay and Autism  Taiwo, Abiola ( University of Oregon , 2024-01-09 ) Caregivers of children with developmental delay (DD) or disabilities are at a higher risk of developing mental health problems like depression when compared to caregivers of children who are typically developing. Several ...
• Bilingual Language Proficiency, History, and Word Recognition  Murthi, Kavya ( University of Oregon , 2022-10-04 ) Measurements of language proficiency (accuracy, reaction time) on a lexical decision task were compared and their association with self-rated proficiency, age of acquisition, and speed of word recognition were examined. ...

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UKnowledge > College of Education > Early Childhood, Special Education, and Counselor Education > Theses & Dissertations

Theses and Dissertations--Early Childhood, Special Education, and Counselor Education

The Theses and Dissertations--Early Childhood, Special Education, and Counselor Education collection is formerly known as the Theses and Dissertations--Early Childhood, Special Education, and Rehabilitation Counseling collection.

Theses/Dissertations from 2024 2024

How Important is Parental Involvement and Engagement in Preschool , Emilee M. Dixon

USING NATURALISTIC LANGUAGE INTERVENTIONS TO INCREASE EXPRESSIVE COMMUNICATION OF AAC USERS WITH AUTISM , Kacey Eaton

Effect of Video Modeling and Teacher Praise on Turn-taking Behavior of Preschoolers in an Inclusive Setting , Happiness Efeturi

PIXELS OR PEOPLE: A COMPARISON OF THE DIFFERENITAL EFFECTS OF ANIMATED AND HUMAN VIDEO MODELS ON EXERCISE BEHAVIORS FOR HGH SCHOOL STUDENTS WITH INTELLECTUAL DISABILITY , Jade Alexis Fulkerson

CHILD LANGUAGE AND HAPPINESS BEHAVIORS: EVALUATING THE EFFECTS OF CAREGIVER COACHING , Ashlen Grubbs

Evaluating a Rapid Coaching Intervention Delivered Remotely: Teaching Naturalistic Language Strategies to a Parent of Child with Down Syndrome , Pallie Gullett

Training Paraprofessionals In The Implementation Of Aided Language Modeling With Individuals With Intellectual Disabilities And CCN , Julianne Hill

COMPARISON OF VIDEO MODELING AND IN-VIVO LANGUAGE INSTRUCTION IN PRESCHOOL , Jessah Marlee Hughes

SUPPORTING CHILDREN’S EATING BEHAVIOR IN A PRESCHOOL CLASSROOM , Olajumoke Leshi

Group vs. Individual Video Modeling for Acquisition of Pilates for Individuals with Disabilities , Brittany Rounce

BUILDING INDEPENDENCE THROUGH STRUCTURED WORK SYSTEMS FOR STUDENTS WITH MODERATE TO SEVERE DISABILITIES , Maggie Smith

Theses/Dissertations from 2023 2023

EFFECTS OF VIDEO MODELING WITH VOICE-OVER NARRATION VERSUS NO VOICE-OVER NARRATION , Kennedy Carpenter

EVALUATING THE DIFFERENTIAL EFFECTS OF USING A TECHNOLOGY-BASED ANTECEDENT INTERVENTION IN COMPARISON TO A TECHNOLOGY-BASED TREATMENT PACKAGE , Rachel Fosnaught

ESTABLISHING SELF-INSTRUCTION SKILLS BY TEACHING MANDS FOR INFORMATIONAL INQUIRIES WITH INTELLIGENT VOICE ASSISTANTS USING PROGRESSIVE TIME DELAY , Taylor Rae Kelley

Comparing the Efficacy of Interventions Derived from Concurrent Operant Analysis and Indirect Assessment , Lane Marquardt

Comparing Indirect Assessment Results to a Direct Function Focused Preference Assessment to Identify Potential Reinforcers to Increase Task Completion in a School Setting , Kailee Joy Matthews

Self-Advocacy Training for Students with Complex Communication Needs using Time Delay and Generative Learning , Alexis Rai Patterson

ASYNCHRONOUS E-TRAINING AND COACHING TO INDONESIAN PARENTS: NATURALISTIC STRATEGIES TO SUPPORT LANGUAGE DEVELOPMENT OF CHILDREN WITH SOCIAL-COMMUNICATION DELAYS , Ndaru Prapti

EVALUATING A RAPID COACHING INTERVENTION THAT INCLUDES INTERDISCIPLINARY COLLABORATION: TEACHING A PARENT NATURALISTIC STRATEGIES , Lauren Reiss

Effects of Peer Training on the Use of Aided Language Modeling and AAC User Communicative Acts , Shelby Smith Sheets

DISABILITY LABEL AND LEAST RESTRICTIVE ENVIRONMENTS: GENERAL ELEMENTARY EDUCATION TEACHERS’ EXPERIENCES AND PERCEPTIONS , Sara Sheffler

A Comparative Analysis of Applied Behavior Analysis and the Montessori Method , Emily Webb

Theses/Dissertations from 2022 2022

Coaching and Training Paraprofessionals to Implement Communication Strategies in the Classroom with Students with Disabilities , Andrea Grace Antoniewicz

Interdisciplinary Collaboration: Using a Rapid Coaching Intervention to Teach Parents Naturalistic Strategies to Teach Communication , Rose Campbell

HOW DO PARENTS OF TYPICALLY DEVELOPING CHILDREN PERCEIVE AND INTERACT WITH CHILDREN WITH EXCEPTIONALITIES? , Zurisaday N. Decker

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2021 Theses Doctoral

Technology and Special Education: Designing Effective Professional Development for Equitable and Inclusive Classrooms

Du, Xiaoxue

This dissertation investigates the adaptation of a research-based professional development approach, Innovating Instruction, for special education teachers. This adapted approach uses assistive technology (AT) as a catalyst for helping teachers acquire design skills needed to include more inquiry-based practices. The adapted approach introduces effective teaching practices based on the learning sciences and demonstrates multiple ways to use AT to meet the needs of students. To address the “unexamined link between the use of design practices and the introduction of technology within a learning science framework,” (Meier, 2018, p.142), the Innovating Instruction© professional development framework (2018) at the Center for Technology and School Change provides a three-part approach to implement these changes: design, situate, lead. Two recent National Science Foundation grants have established the model’s positive impact on teachers’ ability to design projects, to shift from disciplinary to transdisciplinary project design, and to shift instructional thinking to include inquiry-based approaches. This dissertation responds to an important challenge in special education: the limited opportunities to prepare special education teachers to provide high-quality instruction to support all students. It uses technology as a catalyst to help special education teachers learn about design practices that engage students in inquiry practices that are culturally relevant and build on student strengths. The intervention introduced teachers to inquiry-driven design practices and used technology that supported new ways of understanding the capacity of special needs students through a six-month professional development program. The research design used was a convergent parallel mixed methods approach to analyze both qualitative and qualitative data to capture how special education teachers used AT to design inquiry-based learning. The analysis revealed a statistically significant shift over the period of the professional development, implementation, and reflection phases in terms of teachers’ ability to design inquiry-based projects that integrated AT. Also, the findings showed the importance of “situating” teachers’ needs, encouraging collaborative learning with colleagues, and developing a shared knowledge base of inquiry-based teaching strategies in special education classrooms. Findings from teacher questionnaires and interviews showed emerging leadership activities: teachers took more initiative to design projects and collaborate with other teachers in the school community.

• Educational technology
• Special education
• Special education teachers--Training of
• Professional development for teachers
• Teacher development
• National Science Foundation (U.S.)

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Special Education Theses and Dissertations

If you are a graduate student submitting your thesis or dissertation, please click here to access the submission form.

Theses/Dissertations from 2024 2024

Dialogic Reading as an Intervention for Developing Reading Comprehension Skills in Early-Literacy School-age Children with Disabilities , Kristi Burnette

Using Graphic Novels to Improve Reading Comprehension in Students with Autism Spectrum Disorder , Rachel Denney

The Effects of Text-Based Gaming on Reading Comprehension for Students with Intellectual Disability , Faith Ihrig

Using Cultural Contextual Story-Based Lessons to Teach Emergent Literacy Skills , Elizabeth Smith

Theses/Dissertations from 2022 2022

The Effects of Schema-Based Instruction on Students At Risk for or with Learning Disabilities , Molly Daniels

Using the RAAP Strategy to Promote Communication Skills for Students with Multiple Disabilities , Hannah Millard

Using Peer-models and AAC to Increase Expressive Vocabulary in Preschool Children with Developmental Delays , Jazmine Wiles

The Effect of Constant Time Delay and Sentence Frames on Correct Word Selection for Sentences Constructed Using Technology-Aided Instruction During a Story-Based Lesson , Thai Williams

Theses/Dissertations from 2020 2020

Teaching Decoding Through Constant Time Delay to Students with Severe Disabilities and Verbal Difficulties , Julia Dean

A Survey of Pre-Service and In-Service Teachers on Training and Knowledge of State Anti-Bullying Laws and Policies Related to Students With Disabilities , Molly Henry

Using Standing Desks on Students with ADHD to Determine Its Effects on Task Engagement in the Classroom , Caitlin Paolucci

Using Self-Monitoring and Positive Reinforcement to Increase On-Task Behavior and Independence. , Jon Scott

Theses/Dissertations from 2019 2019

Effects of an Electronic Visual Activity Schedule on Independence for a Student with Severe Disability , Ashwag Alghamdi

Theses/Dissertations from 2018 2018

Use of a Daily Behavior Report Card and Response Dependent Fading to Increase and Maintain Academic Engagement in an Elementary Student with Developmental Delay , Ziyad Alrumayh

Self-Monitoring to Increase On-Task Behavior Using the MotivAider® , Connie Summey

Theses/Dissertations from 2017 2017

Effects of the MotivAider and Self-Monitoring to Increase On-Task Behavior for Students with Attention Deficit Hyperactivity Disorder , Naif Almutairi

Impact of a Technology Based Intervention Package on the Inappropriate Behavior of a Child with Severe Disability , Amani Alshehri

A Systematic Replication of a Survey of School Administrators’ and Teachers’ Views Of Discipline Referrals for Students With and Without Disabilities , Amanda Burton

Proloquo2Go or SwiftKey Symbols: Which Leads to Better Acquisition of Targeted Phrases for a Student with Intellectual Disability and Articulation Concerns? , Dana M. Guinn

Theses/Dissertations from 2016 2016

The Effect of an iPad Application with Systematic Instruction on ELA Related Skills for High School Students with Significant Disabilities , Andrew C. Baxter

Theses/Dissertations from 2015 2015

Effects of a Software Program vs. Constant Time Delay in the Acquisition of Sight Words for a Student with Significant Disabilities , Turkie Ali Algharbie

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Theses and Dissertations (Inclusive Education)

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• Teachers’ perspectives on the implementation of inclusive education at primary schools in Pinetown District, Kwazulu-Natal  Hadebe, Jabulile Princess ( 2023-11 ) Inclusive education is a fundamental paradigm shift in primary education, striving to ensure that every child has equitable access to quality education regardless of their diverse abilities and needs. This study aimed to ...
• Teachers’ readiness in supporting learners with learning impairments in mainstream secondary schools in rural areas  Madiba, Sewela Ruth ( 2023-05-10 ) Teachers’ skills and knowledge in supporting learners with learning impairments in Inclusive mainstream schools remain a perquisite without which learners with learning impairments can be placed at risk of being marginalised. ...
• Support for grade 9 learners with reading difficulties in secondary schools of Leribe District in Lesotho  Mohleleng, Mookho Marianna ( 2023-03-29 ) Supporting Grade 9 learners who have reading difficulties in secondary school is important for the inclusion and academic success of these learners. This support requires teachers to employ a variety of learner-centred ...
• Factors affecting the inclusion of children with disabilities in early childhood development centres in Masvingo primary schools, Zimbabwe  Musengi, Esther ( 2021-11 ) The study investigated factors affecting the inclusion of children with disabilities in early childhood development centres in primary schools in Masvingo Province, Zimbabwe. This was utilized as a basis for strategizing ...
• Student teachers’ experiences in implementing inclusive education during teaching practice in Zimbabwean primary schools  Khumalo, Christin ( 2021-02 ) The study sought to investigate student teachers’ experiences in implementing inclusive education during teaching practice in Zimbabwean primary schools. The investigation serves as a springboard to establishing a teacher ...
• Parental involvement in special schools of Gauteng east district as experienced by school principals and parents  Thwala, Fisokuhle Bernice ( 2023-03-09 ) The significance of Parental Involvement (PI) in the education of all children irrespective of their learning disabilities/abilities is crucial to enhance their scholastic performance, extra-curricular, skills development, ...
• An exploratory case study of an online mindset programme with grade four learners who experience learning disabilities in KwaZulu-Natal  Goodrick, Penny Lynne ( 2020-08-11 ) The purpose of the current qualitative study sought to investigate how grade four learners with learning disabilities understand themselves as learners following Brainology instruction. The provision of various interventions ...
• Graduate pre-service primary school teacher preparation for inclusion in education in Zimbabwe  Chipika, Charles Govero ( 2021-02-25 ) Proficient and appropriate preparation of pre-service teachers is a decisive milestone in guaranteeing inclusion in education in addressing Zimbabwe’s teacher education challenges as pitfalls in this service by its ...
• Teaching strategies for learners with autism spectrum disorder in Johannesburg : a case study  Nyatanga, Sitembile ( 2020-08 ) The current study explored teaching strategies for learners with Autism Spectrum Disorder (ASD) at a purposefully sampled special school in Johannesburg East District in the Gauteng Province of South Africa as the context ...
• Professional preparation of primary school teachers for inclusive education in Nigeria  Daniyan, Olatope Oladunni ( 2020-02-20 ) Since Nigeria adopted inclusive education in compliance with the Salamanca Statement and Framework for Action on Special Needs Education (UNESCO, 1994), other global human rights instruments, and in alignment with several ...
• The inclusion of students with visual impairment in tertiary institutions : a case study of teachers’ training college at Machakos, Kenya  Adongo, Joshua Odhiambo ( 2023-04-22 ) The study investigated the inclusion of students with visual impairments (VI) at tertiary institutions in Kenya. It mainly focused on the role played by inclusive education policy, educational resources, environmental ...
• Inclusion challenges faced by learners with physical impairments in Mamelodi East primary schools  Sekhwela, Mosibudi Phillipine ( 2022-08-31 ) The study: inclusion challenges faced by learners with physical impairments in Mamelodi East Primary schools, aims to highlight acceleration of education opportunities for LWPI in inclusive settings in order to transform ...
• Assessment of the education of deaf students in the integrated primary schools of Amhara national regional state : practices, opportunities and challenges  Mengistu Yitayal Alemu ( 2023-02 ) The purpose of this study was to assess the educational practices, opportunities and challenges of deaf learners in Amhara National Regional State Integrated Primary Schools. Both qualitative and quantitative research ...
• Teachers’ attitudes towards the use of Information and Communication Technology in inclusive primary schools  Nyathi, Dumisiwe Dorcas ( 2022-10-07 ) The integration of ICT remains a major barrier in education, negatively affecting the teaching and learning process in inclusive schools in South Africa. The purpose of the study therefore was to provide a deep understanding ...
• Support for learners with reading difficulties in foundation phase in Magakala circuit  Makonko, Rebiditswe Caroline ( 2022-09-30 ) The study aimed to explore how teachers support learners with reading difficulties in the Foundation Phase. This qualitative study was conducted in five primary schools. In each school, three foundation phase teachers were ...
• The inclusiveness of grouping practices in regular primary schools in the Johannesburg Metropolitan region of South Africa  Hove, Nilford ( 2019-05 ) Learner grouping is one of the classroom instructional pedagogies that can facilitate inclusion of all learners in the regular classrooms. This research sought to establish the inclusiveness of grouping practices in regular ...
• The genealogical analysis of the implementation of inclusive education in Kwazulu-Natal full-service schools  Mbelu, Sifiso Emmanuel ( 2020-11-09 ) The implementation of inclusive education is stalling in the KwaZulu-Natal (KZN) Province. Full-service schools do not have capacity to implement the inclusive education policy, despite the commitment by the Department of ...
• Communication support for learners with autism : a case of special schools in Umlazi district, Kwazulu-Natal province  Sekererayi, Chinyanga Grace ( 2022-01-23 ) The aim of this study was to investigate ways of providing communication support for learners with autism and to determine the challenges the teachers faced in special schools in Umlazi District in the province of ...
• Challenges faced by teachers of dyslexic learners in public schools in the senior phase at Ekurhuleni District in Gauteng Province in South Africa  Thebe, Sifanele ( 2022-01 ) This study was conducted to determine the challenges faced by the Senior Phase teachers of dyslexic learners at Ekurhuleni district, to prevent inequalities, discrimination and inconsistencies in education. For this study, ...
• Strategies to enhance performance of foundation phase grade 3 learners in diverse mathematics classrooms in the Waterberg District  Sambo, Tinyiko Florence ( 2022-01-18 ) Worldwide, mathematics is regarded as one of the most important subjects, where ithas been recognised that basic mathematical and quantitative skills are becomingincreasingly important in all jobs and life skills, for tasks ...

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120+ Special Education Research Topics: That You Need to Know

Special education research topics study issues related to the quality of education people with disabilities get. Studying this field helps to improve the learning atmosphere for students with disabilities and address any challenges that they face. For instance, action research topics in special education help improve teachers’ classroom practices and how students adapt to the real world.

Social Issues Special Education Research Topics

Social media research topic in special education, best disability topics for research papers for your special education research, argumentative research topics for special education, easy special education thesis topics, current topics in special education for stem students.

• Conclusion 

You can use several interesting special education research topics in your essay. However, if you need help with educational research topics, read on to find a list of 120+ topics we have compiled.

Social issues research topics play a critical role in identifying problems and solutions that people deal with in a community. That makes it a vital element for people studying special ed research topics. We have compiled qualitative research topics in special education you can use.

• Ways that peer support can help children with disability socialize in the classroom
• What are the social challenges faced by special needs children in mainstream schools?
• A review of how to address the needs of a gifted child that has special needs
• Best ways to address the needs of students with emotional disorders in special education
• Special education feeds vs. school funding: Are there inequality issues?
• How can the education system offer an easy transition to children with special needs in early education?
• Strategies for creating a culturally responsive classroom
• Do educators who work with children with special needs need counseling?
• A look at how children with special needs transit from school to employment
• What are the best practices for developing social skills in students with autism?
• Is it fair to have alternatives to traditional testing for children with special needs?
• In what ways does special education help to promote social justice and Equality in Education
• How to identify students with hidden needs in special education
• What is the role of cultural competence in special education?
• Can poverty influence special needs outcomes?
• Assertive technology in special education: The review
• Are teachers for students with special education with low supply?
• Should those who teach special education get better pay?
• Can education improve the life of a student with special needs?
• Ways that technology can make it easy for educators to train kids with special needs

If you are looking for trending and interesting topics that will impress your professor, then consider choosing anatomy research paper topics or social media research paper topics . Note that the best special edu topic will help take your essay to the next level.

• How do social media help people with special needs in the community?
• A look at how social media has advocated for special education
• What role has social media played in cultural competency in special education?
• Ways that social media has created a voice for people with special needs and the importance of them receiving education
• A look at how social media has influenced adaptive physical education for people with special needs
• Assistive technology in connection with social media for individuals with special needs
• What is the impact of social media on people with hearing impairment?
• Do people with special needs use social media to network and find work?
• In what ways does social media impact the transition to adulthood for people with special needs
• Can social media affect how students with special needs perceive the world?
• Is there any role of social media for kids who need special education
• What is the role of social media in special education
• How to use technology and social media to improve the special education program
• How can social media help students with special needs get more confident
• What resources are available in social media that educators can use in their special needs classes?
• Do social media affect the image that people have of people with autism?
• How can teachers use social media to help kids with autism?
• How does social media bullying affect children on social media?
• Social media can be used to who special education and its importance
• Why it is time for special education to be showcased on social media platforms

One of the topics that students doing special education research have to study is disability because the topics are related. With this subtopic, you have various options ranging from economics research paper topics , to controversial topics in special education. Here is a list of options to choose from.

• Should suspending a student with a disability be an issue
• What can be done to improve the education of people with disabilities?
• Should children with severe disabilities be in a normal class setting?
• In what ways has technology made it easy for people with disabilities to get educated?
• A review of how a teacher’s academic background can affect students with disability
• How should teachers make children with disabilities feel part of the classroom?
• What are the benefits of post-education for adults with disability
• A look at inclusivity policies in public schools when it comes to children with disability
• Parents’ role in educating children with disability
• Mainstream classrooms vs. special classes for students with learning abilities
• How effective are peer support programs for students with disabilities in special education
• Strategies that can help promote social skills development in children with spectrum disorder
• What is the impact of language and communication barriers on the education of people with hearing impairment
• How does early intervention help to support kids with a disability?
• The importance of having community-based programs that help to support people with disability
• Why do teachers teaching special education need to be appreciated
• Can people with special education needs be taught online?
• How can the community help those who need special education to get it?
• Why do parents with special needs students need to work closely with teachers to give the child the best education?
• How should teachers handle the different learning paces of students with special needs in their class?

If well-researched and presented, argumentative essay topics for your special education essay might be best.  With the right topic and information research topics on special education, you can be assured of getting the best grades. You may also be interested in these ideas for biochemistry topics .

• A take on homeschooling for kids taking special education
• Does the size of the classroom affect the ability of the teacher to deal with students who need special education?
• Should special education students be sent to the next class even if they have not passed the current one?
• Should physical education be a compulsory lesson?
• Should the teacher’s proficiency in handling students with special needs to regularly tested?
• Should students with special education needs sit for the same exam as those who do not?
• In what ways can teachers avoid stereotyping?
• How can teachers understand a student’s uniqueness so that they can offer them the right training
• Why should children with special needs not pay extra?
• Why should teachers train on special education outcome
• Why should there be different learning strategies for students with a disability?
• Why are charter schools better for students with a disability?
• Funding for the special education
• What role do paraeducators play in special education classes?
• Do teachers teach students with special needs to require social skills training?
• What is the challenge of transitional planning for students with special needs?
• A review of Collaged admission for students with special needs
• What role does self-advocacy play in students with special education?
• How does remote learning for special education work?
• What are the effects of AHDH medication in schools for people with AHDH?

Are you looking for research topics for special education that are easy? We have compiled great thesis topic ideas for special education; read on and choose one that you can easily handle, and take to review our thesis statement about social media .

• How is co-teaching in an all-inclusive classroom effective?
• In what ways does self-determination impact children with disability
• Play therapy and why it is essential for children with special needs
• The effect of peer tutoring in special education
• What is the role of social skill training in special education
• Is it possible for any qualified teacher to teach children with special needs
• Parents and teachers have a role to play in special education
• Applied behavior analysis and Special education
• Picture Exchange Communication System and Special education
• Why should students with a disability be included in the standard classroom?
• Is mindfulness technique in special education effective
• How does music therapy in the classroom help kids with special needs?
• Analysis of Individualized Education Program in special education
• Visual support while teaching learners with special needs
• Why school psychology is necessary for special education
• Literacy Intervention in special education
• Why do students with disability need transitional planning?
• Speech-language pathologist in special education
• Why school inspection is important in schools dealing with students with special education
• Special education students and learning sciences

You can always go right when you choose current topics as your research in special education topics. If you are searching for a research topic for stem students , here are great topic ideas you can use.

• Comparing social interactions for special kids in stem schools
• Importance of an inclusive teaching approach for stem students with special needs
• What is the role of speech-language therapy in an inclusive environment?
• What performance challenges do special children face due to certain lacks?
• What is the effectiveness of sensory diets in special education
• Physical therapy in kids with disability
• What is positive reinforcement, and why is it important in special education
• What is the role of service learning in children with special education?
• Should special education schools approach stem subjects differently?
• In what ways can special school educators help kids avoid bullying
• How can parents with special needs students ensure better performance?
• Should there be a free education right for children with disability from elementary to college?
• What is the best environment for children with special needs to learn?
• Is it possible for mainstream teachers to teach special education?
• Story-based interventions in special education
• Assistive technology on math skills for students with disabilities
• Orientation and mobility specialist in special education
• What role does a behavior specialist in special education
• Should there be a school nurse in all special education schools?
• Video modeling in special education

Once you have the special education research paper topics you will use, you need to write a great paper or help me write my thesis . Students who need assistance with their research paper – whether with special ed topics or not, can now contact our paper writing service for exceptional work.

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A Thesis Submitted To The Department of Special Needs Education In Partial Fulflment of The Requirements For The Degree of Masters of Arts In Special Needs Education

The main purpose of this study was to find out the contributions and challenges of Sebeta Special School for the students with visual impairments. The research design used was qualitative case study method as this would enable the researcher to make in-depth study of the case from different perspectives. For responding to this main purpose of the study, purposive sampling was used and the subjects of the study were selected by purposive sampling technique as they were taught to have the necessary information for the problem under study. Accordingly, twelve teachers, (six males and six females), ten members of the support staff (five males and five females) and twelve students of grades five to eight (six males and six females) were selected for focus group discussions. Besides, interview was conducted with the director and vice-director of the school and two teachers (a male and a female) and two students of grades five to eight (a male and a female).Relevant documents and observation checklists were also used as data sources. Finally, the data collected were organized, thematically analyzed and presented. Regarding the contributions made, the findings revealed that the school has been serving the students as school to learn in and succeed, home to live in and family to leave with. There were also services being delivered for the students and different resources were also available in the special school. Findings displayed that challenges to the special school as manpower assignment was not need based and there were lack of skills necessary to run activities in the special school as reading and writing braille, inadequate budget and resources like student textbooks transcribed in to braille and wastages in usage of the available resources. Besides, there were conditions that violate the safety of students. The recommendations made included such things as alleviating the challenges the school encountered such as appropriate use of resource, availing the necessary resources as braille textbooks, budget and others.

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Rebeck Lalrinpuii

The present study is an attempt to highlight and have an in-depth analysis on Special Blind School which is located in Aizawl, Mizoram with reference to different criteria using case study method. Special Blind School is a residential school for students with visual impairment or blind. The school was founded in 1 st May 2011 by an association called Samaritan Association for the Blind (SAB) and is funded by the Social Justice Empowerment Department, Central Government. The school follows the school curriculum under Mizoram Board of School Education (MBSE) and the medium of transaction is English and Mizo. The school has been organizing and undergoing different programs inside and outside the school and various assistive devices are used in the process of teaching and learning. As the school is under the management of SAB, it has also received many funds from different organizations. It has also attained many achievements in education and has been playing an important role in producing individuals with visual impairment to be capable and qualified for the post of different government jobs around Mizoram.

Pakistan Social Sciences Review

Nazia Perveen

North Asian International Research Journal Consortium , Sithembinkosi Nkomo

A study was conducted to analyse the challenges faced by learners with special needs in mainstream schools in Umzingwane District. A descriptive study design was used to analyse the challenges faced by learners. Learners with special needs often face neglect and discrimination in mainstream schools, and this is of less benefit to them. They often lag behind their age peers because the curriculum does not cater for their individual unique needs. This poses some challenges to effective mainstreaming because learners with special needs do not benefit from the regular education system. The study results confirmed that, in Umzingwane District, the success of inclusive education is still to be realized. Mainstreaming education for learners with disabilities is to ensure that the society moves away from social and educational segregation and discrimination to complete inclusion. The study's recommendations included; teaching of Braille and sign language; awareness programmes, a multidi...

ijifr journal

As Education to the visually challenged was fully based on 'Braille Technology' in the earlier era, many V.I students with some remaining vision or with residual visual efficiency hesitated to receive Braille in order to avoid to be stamped as 'Blind'. They tried their level best to read the books using their remaining vision taking much risk. Even the regular class room teachers also felt in cross roads in getting the responses/answers from the children with low vision, 'Low vision Care' in the educational setup is a still a typical care in all the three types of educational programs for the past several years, even the children with residual vision/ moderate visual efficiency have been educated with Braille methodology only. But from the experience of the special Educators it has been understood that much more things in the area of 'Educational services to the children with Low vision' are still kept wide open. The Special educators working in all three types of programs are still in cross roads, in educating the children with 'Low vision'. At this juncture, the investigator put forth his efforts to study the educational services to be executed by the special educators to satisfy the needs of the children (VI) with Low vision.

P2M STKIP Siliwangi

novi widiastuti

This study focuses on adult education for special needs students of community education study program in IKIP Siliwangi. Education in this perspective covers not only the methodological problems and learning methods, but also the learning problems faced by various students. There are two categories of human characteristics: physical characteristics and mental characteristics. In physical characteristics, there are students who have different physical conditions compared to others, such as being blind or visually impaired. Nowadays, a lot of special needs students have applied inclusive learning which allows them to attend higher education. Thus, this study aims to uncover adults’ education in facilitating and encouraging special needs students.

Ijeoma Anumaka

Tamiru Emiru

Abstract The purpose of this study was to assess the educational practices and challenges of students with with disabilities in government primary schools of kafa Zone. To gain an understanding of both the subjective and the objective realities, concurrent triangulation of a mixed research approach was employed. The populations included are, students with disabilities, students without disabilities, teachers, principals, supervisors, parents, Woreda and Zone education office experts. In this study a total of 856 sample participants were engaged. Questionnaire, interview, FGD, document review and observation were used as means of data collection. Frequency, percentiles, mean value, standard deviation and One Way ANOVA were used to analyze the quantitative data while the qualitative data were thematically organized, categorized and examined to understand the emerging patterns of responses. As the findings revealed that without any restriction SWDs were attending in these schools with non-impaired counterparts. There is no multi-disciplinary team to determine the eligibility of these students. Teachers who have been teaching them were not familiar with the pedagogy of teaching. Examinations and assignments were given with similar formats. Copies of classroom tests, examinations and assignments were not adapted/ modified/ in line with the learning needs of SWDs. SWDs have been using the same general curriculum materials; a text is shared between two students; no text books written in large font or Braille text; Classroom presentations were not recorded and availed to students with sensory impairment. As findings indicated though teaching strategies and lesson delivery need to be diversified to enable students who are visually and auditory impaired, nothing had been adapted and modified to suit the learning needs of SWDs. Absence trained professionals in an office and schools level serious problem that negatively affects the academic conditions of students with disabilities. Furthermore, school facilities and physical environment were not convenient for SWDs. It was concluded that teachers were suffering with lack of necessary knowledge and skills to handle students with disabilities. It was also concluded that the schools were challenged with adapted teachinglearning materials and were not friendly users, Based on the findings, the researchers recommend that there is a need for the schools and Woreda/Zone/ education office and different stakeholders to collaborate and show their commitment in the provisions of inclusive education by accessing enough and relevant materials for the students with disabilities; recruiting more teachers and making sure that the developed curriculum is flexible enough to meet the needs of each individual student.

CENTRAL ASIAN JOURNAL OF LITERATURE, PHILOSOPHY AND CULTURE

Central Asian Studies

This proposal focuses on identifying problems in teaching English to visually impaired students at special school and provides some solutions how to increase the quality of education. First it discusses educational setting by providing full information about students and staff, then talks about how the study was conducted. After, existing problems, resources and data about financial aids are given one by one. Moreover, detailed goals and objectives of the proposal are included in this stage. In recommendations part all steps to overcome the problem were counted along with actors and timeline stages. This proposal aims to help visually impaired people to get a better education at schools and as a result to become an inseparable part of society by solving English language teaching issues that exist in educational settings.

Open Access Publishing Group

The present study aims at identifying the needs of the teachers of visually impaired students in Amman city. For this end, the researchers have developed a special tool which consists of 31 statements. The tool has been validated by a group of professionals from the University of Jordan and World Islamic University. The liability of the tool was calculated by using (Cronbach’s, alpha=0.953). The sample has been collected from some governmental and no governmental schools which deliver special education services to students with visual impairment. The community research comprises (100) teachers of both sexes, from 20 schools. Sixty participants (60) have been chosen to a chief the purpose of the study. The participants had been chosen according to the following criteria; teach at least one visual impaired or blind student, have an experience at least 6 months. For the purpose of this study, the researchers have tested the assumption. Through using SPSS program (Version 21). A suitable statistical approaches (Mean, SD Percentages; t-test; Chronback alpha test). ANOVA, Ancova and post comparative have been used to analysis the data. The results of the study revealed the need for training in braille writing and reading, communication skills for the visually impaired teachers (mean=2.07/4) which is the lowest and for all statements was (mean=2.81/4) with percentage of 70.28%. Which consider moderate according the scale? However the statement which indicated the need for early intervention has a (Mean=3.52) which was the highest of all scale items. Also the study indicates no relation between demographic variable (sex; education; experience; class level) and training needs (sig 0.677, 0.094, 0.434, 0.322; respectively) but there is a significant difference (*.003) due to teachers' characteristics. In addition, when Scheffe’s test for post Hoc comparison (*0.76) the results indicate presence of significant differences in quality and quantity of training needs of the teachers of the visually impaired students relate to teachers' characteristics toward the sighted teachers of visually impaired students (mean=3.06). The results of Scheffe’s test for Post Hoc comparison (*0.89) also indicate a presence of significant, a difference in the teachers of the visually impaired student between the blind and partially sighted teachers in favor of partially sighted teachers (mean=3.19).

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What is Special Education?

Special Education is a set of services provided to students who experience exceptional learning needs. Governed by federal law ( Individuals with Disabilities Education Act, IDEA ), special education is defined as: “Specially designed instruction, at no cost to parents, to meet the unique needs of a child with a disability.” Special education services may be provided across a variety of educational environments to students who have an individualized education program (IEP).

Eligibility for special education services requires that students have an identified disability that impacts their ability to learn and requires additional services and resources to effectively participate in school. Children who typically qualify for special education services include those with the following disabilities:

• Intellectual disability
• Hearing impairments (including deafness)
• Speech or language impairments
• Visual impairments (including blindness)
• Serious emotional disturbance
• Orthopedic impairments
• Autism spectrum disorder
• Traumatic brain injury
• Other health impairments
• Specific learning disabilities
• Developmental delay

Under the law, the IDEA ensures that regardless of a student’s disability or level of severity, schools must provide an appropriate education to ALL children with a disability (ages 3-21). It also requires that the following six principles be provided for students who receive special education services:

• Free and Appropriate Public Education (FAPE) — a public education at no cost to parents/guardians or children designed to meet the individual needs of each student, provide access to the general education curriculum, provides services in accordance to a student’s IEP, and results in an educational benefit to the child.
• Nondiscriminatory Identification and Evaluation — refers to the process and instruments used to identify individuals with a disability. Schools are required to use nonbiased methods as well as multiple approaches in the evaluation process to ensure that there is no discrimination on the basis of race, culture, or native language. All evaluation instruments must use the child’s first language. No identification or placement decisions may be based on a single evaluation instrument or test score.
• Individualized education program (IEP) — this document is the foundation of special education and specifically describes the services to be provided to the student with a disability. The IEP includes a description of a student’s current level of educational performance, information on how his or her disability influences academic performance, and details needed adaptations and accommodations. This document also specifies the educational settings in which the student will receive instruction in the least restrictive environment, the learning goals and objectives that will be addressed within a targeted year, behavior management plan (if needed), transportation needs, and related services.
• Least Restrictive Environment (LRE) — this indicates the educational settings in which a student with a disability receives special education services. The assumption is that all children will be educated alongside their peers without disabilities, to the greatest extent appropriate. It is only when it is determined that a student’s education cannot be achieved satisfactorily using supplemental aids and services in general classroom settings that alternative educational settings would be identified. At that time, the LRE might include special education services received part- or full-time in a resource room setting, a self-contained classroom setting, and/or community-based settings.
• Parent Participation — parents of a child with a disability must be a member of any group that makes decisions regarding the placement and LRE of their child. Parents have a right to notification of all meetings regarding their child’s placement, access to planning and evaluation materials, and notification of any planned evaluations. Both parents and students must be invited to attend IEP meetings.
• Due Process Safeguards — these include the protections afforded to children and their parents under IDEA. Safeguards include: obtaining parental consent for all evaluations and educational placement decisions, confidentiality of all records relating to a child with a disability, independent student evaluation at public expense, and due process hearings when the school and parent may disagree.

If you are ready to make a difference as an educator and learn new ways to nurture a modern classroom, earn your online Master of Science in Education in Special Education from Purdue University. Within this convenient online platform, you can reach your goals of higher education at an accelerated pace. Call 877-497-5851 to speak with an admissions advisor.

Why Teachers of English Learners With Disabilities Need Specialized Training

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English learners who are also identified as students with disabilities experience unique needs in K-12 schools—and their teachers need specialized, interdisciplinary training, experts say.

This dual-identified student cohort accounted for 15.8 percent of the total English-learner population in fall 2021, according to the updated federal data . Students with disabilities, in general, represented 14.7 percent of total public school enrollment that same year.

At Education Week’s June 20 K-12 Essentials Forum focusing on innovative approaches to special education , Lizdelia Piñón, an emergent bilingual education associate for the Texas-based advocacy nonprofit Intercultural Development Research Association, or IDRA, shared insights on what kind of teacher training best serves dual-identified students.

Integrated teacher training is needed for English learners with disabilities

When working with English learners with disabilities, teachers need to understand how students acquire language and how that works concerning their special education needs, Piñón said.

For teachers to do this effectively, they need comprehensive training that goes beyond standardized training focused either on bilingual education or special education.

“It has to be this cohesive idea,” Piñón said. “It’s an integrated training that equips our teachers with the skills and the knowledge that they need to effectively support our dual-identified English learners with disabilities.”

Such training requires a specialized curriculum that combines coursework. It should address how teachers can simultaneously work with students at different language-level proficiencies and those with different disabilities. For instance, what does instruction look like for an English learner with cerebral palsy that comes from a Mexican-American home? How is that similar or unique from another student in class?

This training must also be rooted in cultural competency allowing for students’ cultural backgrounds to be celebrated and included in the classroom, Piñón added.

Interdisciplinary teacher training programs need to be scaled up

Even as Piñón spoke of how specialized, comprehensive training can better support the multi-faceted needs of English learners with disabilities, she acknowledged a major barrier for teachers seeking to access such training: a scarcity of these programs.

Certification programs exist for bilingual education, and separately special education, but programs don’t often intersect.

Piñón, who is based in Texas, noted that Texas Christian University implemented a teacher-training program in the past two years where all graduates have to be certified in both special education and bilingual or English-as-a-second-language education, though such requirements are rare.

Legislators in the Lone Star state did pass House Bill 2256 in 2021 promoting a bilingual special education certificate for the state of Texas, but implementation is still in the works, Piñón said.

Even as higher education institutions scale up any programming that prepares teachers working with such this intersectional student population, Piñón hopes such programming is made affordable and geographically accessible to teachers.

Current teachers can collaborate across departments

Educators don’t need to wait on specialized training to offer comprehensive support for English learners with disabilities.

Existing special education, English-as-a-second-language teachers, and general education teachers alike can strategically collaborate to ensure students’ needs are being met across the school day. Whether that’s through monthly or quarterly meetings, Piñón said districts need to invest in giving teachers time to come together and share insights.

Specialized teacher training for working with English learners with disabilities also needs to prepare teachers on how to work with various team players, including speech pathologists, English-as-a-second-language experts, and special education teachers, Piñón said. That includes working together in discussing how to best use emerging technologies, such as artificial intelligence tools , with students.

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Teachers forced to choose which special needs children get help as funding crisis worsens

A growing number of special needs pupils do not have an education, health and care plan in place. But new figures point to a deeper crisis

Without access to funding and support plans, children are suffering. Image: Unsplash

Teachers are being forced to prioritise which children with special education need will get help first, as latest figures show 58,000 extra children were given an education, health and care (EHC) plan last year.

For many pupils with special needs, these three letters – EHC – may be the key to getting through school. If a special educational needs (SEN) child requires additional support beyond what a school is able to provide, they can apply for an EHC plan. Following an assessment, this plan sets out the child’s needs and often comes with extra funding.

But stretched budgets mean teachers like Angi Gibson, headteacher at Hadrian Park Primary School in Wallsend, must decide which children get an assessment in the first place.

• Teachers with no special needs training are being ‘thrown in at the deep end’
• If we want the UK to be an education powerhouse, we must abandon old-school thinking

“[EHC plans] are hugely expensive but hugely necessary. So you have to prioritise which children have greatest need and will be seen first,” Gibson told the Big Issue. In the meantime, support staff are “getting pulled from pillar to post” trying to cope.

“Special educational needs and disability (SEND) funding is in crisis at the moment,“ Gibson continued. “It’s massively underfunded and doesn’t suit or represent the children or their needs. The levels of severity of SEND has changed hugely over the landscape of even the last ten years.”

New statistics from the Department for Education reveal an increasing number of special needs pupils missing out on additional funding, thanks to a growing number of pupils without an EHC plan. Those working in education told the Big Issue it reflected a crisis for children with special needs and disabilities – with a system stretched to breaking point.

58,000 new plans put in place

The percentage of special needs pupils without an EHC plan has risen to 4.8% – up from 3.1% in 2019. In England, 1.2 million pupils with SEN do not have a plan in place, a year-on-year increase of 4.7%.

At the same time, the number of EHC plans has risen by 11.4% year on year, with 58,000 new EHC plans put in place in 2023. In total, 575,000 children have an EHC plan – a record high number.

The plans are typically put in place for children with autistic spectrum disorder, while pupils with speech, language and communication needs are the most common group with SEN.

‘We normally have a fight on our hands’

Before even getting to the point of an EHC plan, the costs mount up. The special needs coordinator at the school will be pulled out of class to complete paperwork, meaning Gibson must spend on cover supply or pull another staff member away from their job to fill in. Extra staffing is needed to work out the interventions which work for a child. Then bringing in an educational psychologist to do the assessment costs hundreds of pounds. To save costs, groups of children are sometimes looked at together.

Even then, an EHC plan is not guaranteed. “We normally have a fight on our hands,” said Gibson, with two or three resubmissions the norm. “It’s massively frustrating to say the least,” she adds.

In years gone by, Gibson might have had 1% of children in her school with high needs who should be in a specialist school instead. Now, it could be as high as 10%. When an EHC plan is put in place, the school must fund the first 10 hours out of its own budget.

“What you’ll find now in mainstream schools is we’re actually housing children in schools that don’t fit their needs, because the schools that have provisions that do fit their needs are oversubscribed to and there’s no room for growth,” Gibson said. ”It’s becoming an ever-increasing detriment to their needs and their education and their safeguarding.

“Mainstream schools are all for integration and inclusion, but we need our buildings upgraded, we need specialist help, specialist resources. We need to be able to grow with the child’s needs. And that’s not happening.”

‘They find it really difficult to manage’

“I’m increasingly applying for EHC plans for students that are year nine, year 10 that aren’t coping,” said Debs Gwynn, who works as a senco – or special educational needs coordinator – at a secondary school in the North West.

“That’s when we particularly start to see students lose their self-esteem, their self-confidence, their school attendance completely plummet, because they can see the gap between them and their peers is getting bigger,” said Gywnn. “They find it really difficult to manage. Being a teenager is hard enough as it is, but all those additional things going on as well, it makes it even harder.”

Gwynn has seen an increase in children with social, emotional and mental health needs, as well as communication and interaction needs, since the pandemic.

“I think that’s a knock on, or a legacy of Covid and lockdown, people not being able to go out and not interact with others,” she said. Not all children with SEN will need an EHC plan, Gwynn noted.

“There are some students in mainstream settings, including our own, who should be in specialist and are waiting for places to become available,” she said. 

‘Children and young people are becoming more distressed’

To put an EHC plan in place, an educational psychologist must assess the child’s needs. A report must be produced and a plan put in place within 20 weeks of the original request. The new statistics released by the Department for Education show requests for assessments increased by 20.8% in 2023, while 50.3% of EHC plans were issued within the 20 week limit.

Besides the gap, the brute number of EHC plans being issued is a concern for educational psychologists, said Dr Cath Lowther, general secretary of the Association of Educational Psychologists (AEP). An increase of 84% in 10 years has explanations beyond a blunt increase in need, she said.

“What we are seeing is that schools are not able to meet children and young people’s needs because of the funding crisis, austerity, really narrow curriculum, pressures on teachers, and the lack of access to specialists like education psychologists early on,” Lowther told the Big Issue.

Educational psychologists, usually employed by local authorities, are being overworked and facing increasing time pressure to produce their reports, Lowther said. There are the equivalent of 2,102 full-time equivalent educational psychologists in England. But to deal with the 101,000 extra EHC plans issued in the last year would require the full-time attention of 721 educational psychologists.

The effect is a vicious spiral: early intervention is missed and children are referred only when the need is already severe.

“We’re not around to support children and young people at those very young stages, and therefore those needs are escalating, children and young people are becoming more distressed, finding it more challenging, and that for us is really heartbreaking. We want to get in early and prevent those struggles,” Lowther added.

Councils are turning to private staff, with the AEP discovering an annual budget of £40m for locum and agency educational psychologists to address the shortfall. The catch is that these are more expensive – in some cases costing around £1,600 per report.

In addition to paying £1,872 for three days of work from a local authority-funded educational psychologist, Gibson must bring in private educational psychologists to cover the shortfall. These cost £2,400 for 30 hours of work – with five to six hours worked per day, including the time taken to put reports together. All together, Gibson must find a minimum of £4,272 a year – and if the school needs more assessments, which they usually do, more money must be found.

In the end, pupils suffer, said Lowther: “We are seeing a real escalation of need because children are not getting the support early. They find things more difficult, they get more distressed.”

Fixing the crisis

The education workers interviewed by the Big Issue all pointed to a common, obvious factor behind the crisis: money. For example, the £10,000 per pupil funding for special schools has been frozen since 2013. Gibson said a fundamental review of planning and funding for special needs pupils is needed.

But there were deeper drivers: namely a narrow curriculum, with a reliance on GCSEs and formal assessments as the way to measure a school. Stricter behavioural policies, coming from central government, also place increased strain on spcial needs pupils.

“It is vital the next government prioritises urgent action to address this crisis,” said Paul Whiteman, general secretary at school leaders’ union NAHT.

“That needs to start with action to write-off high-needs budget deficits, a ‘needs analysis’ of the funding required to support pupils with SEN in both mainstream and special schools, and a review of place planning, specialist places and admissions to ensure every child can attend the school best suited to meeting their long-term needs.”

Do you have a story to tell or opinions to share about this?  Get in touch and tell us more .  Big Issue exists to give homeless and marginalised people the opportunity to earn an income.  To support our work buy a copy of the magazine  or get the app from the  App Store  or  Google Play .

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Autism Education Consultants

Aug 2024 summer course: managing teaching and learning in the special class for autism aug 3rd-16th 2024.

A comprehensive introduction to teaching children in a special classroom for Autism. Explore the Autism perspective and how to create a structured, safe and happy classroom environment that celebrates neurodiversity and meets the needs of the child

Course Content

The Autism Perspective

An online self directed comprehensive introduction to teaching children in a special classroom for Autism.

We introduce the Autism perspective and consider how to create a structured, safe and happy classroom environment that celebrates neurodiversity and meets the needs of every student.  

Module 1: Introducing Autism

• Learn about autism and the diagnostic criteria used.
• Identify and understand the characteristics of autism and their implications for teaching and learning.
• Explore a range of teaching and learning methodologies and strategies.

Module 2: The Teaching and Learning Environment

• Learn to create a structured classroom environment.
• Promote student engagement through effective classroom management practices.
• Identify and support Sensory Processing issues
• Examine strategies to minimise their impact on student engagement and wellbeing.

Module 3: Social Communication and Social Skills

• Explore the concept of social communication.
• Discuss the development of play and links to language development.
• Consider the role of the teacher in developing social communication and social skills.  
• Reflect on inclusion within the wider school context.

Module 4: Reframing Challenging Behaviour

• Review key characteristics and challenges that may impact on behaviour.
• Reflect on neuro-biological processes and the Autism Perspective
• Examine strategies to support wellbeing and regulation.
• Recognising the functions of behaviour and how to support students.
• Managing the challenge

Module 5: Assessment and Planning

• Explore assessment in the special class and examine a range of Autism-specific assessments,
• Consider effective long and short -term planning for the group and the individual.
• Explore digital learning tools and Apps to support literacy and numeracy.

Instructor(s)

Education Consultant

Marie Byrne

Mon 1 Jul 2024

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Election Latest

‘my autistic son, 5, has been rejected from 15 special schools – they’re full’, a sharp increase in children requiring educational support is piling more pressure on cash-strapped schools and councils .

A five-year-old autistic boy has been rejected from 15 schools so far this year amid a crisis in special educational needs provision in England, with shortages of places and staff.

Angie Matthias, 43, has been searching for a school for her son Drew, who is non-verbal and has complex special educational needs and disabilities (SEND).

He has an education, health and care plan (EHCP) from Staffordshire County Council which says that he requires one-to-one support – but no local school has been able to give him a place.

The schools have rejected Drew on the basis that they lack the resources to meet his needs, as prescribed by the EHCP.

This means that Ms Matthias, a single mother, has to leave her 10-year salaried job in July when her son leaves nursery, to look after him full time.

Drew has been on the autism spectrum disorder (ASD) pathway since he was 20 months old and is also on the Child and Adolescent Mental Health Services (CAMHS) waiting list, with an appointment due in August. Ms Matthias adopted him when he was 15 months old.

It comes as a record 576,000 pupils have special needs support plans in England as of January 2024, an increase of 11.4 per cent compared to the previous year, according to figures from the Department for Education (DfE) released in June.

Local authorities issued 84,400 new EHCPs in 2023, a 26 per cent increase compared with 2022, DfE data show. The plans are statutory documents stipulating and guaranteeing the extra tax-payer funded support that such children and young people are entitled to.

The sharp increase in children requiring support has piled pressure on cash-strapped schools and councils, experts have said.

Starmer tells private special school to keep costs down to cope with his VAT plan

The County Councils Network told i that councils in England’s counties are facing “extreme pressures” to deliver SEND services as demand has increased “inexorably” with no uplift in government funding.

A spokesperson said the system does not work “for local authorities and parents alike” and called on the next government to “set out comprehensive reform to the SEND system”.

They said: “There are many areas of reform, but any proposals should explore how to enable schools to increase their capacity and support to take on more SEND pupils, alongside the creation of a greater number of specialist school places in local areas.”

Sue Peacock, a consultant offering a support service to parents of SEND children , told i it is becoming “increasingly common for schools to reject pupils, largely on the basis they are full”.

“Many special schools are already over their allocated numbers and this can impact on the cohort where pupils require small classes and high adult-to-pupil ratios,” she said.

Ms Peacock said there are more children with identified SEND than there are school places. This is due to better identification of SEND, coupled with mainstream schools that are often unable to meet the needs of these pupils.

She said: “This impacts on attendance and leads to systemic generated trauma for such children from being expected to attend daily in a place that cannot meet their needs.

“The fallout is that children often then require special schools which can offer low arousal and low demand environments and where learning is differentiated for all so delivered as integrated rather than to ‘other’ the child.”

Ms Peacock said the situation will “continue to worsen” until there is “true inclusion in mainstream schools” coupled with new special schools to meet demand.

What have the political parties offered on SEND? Labour Labour has committed to “a community wide approach, improving inclusivity and expertise in mainstream schools as well as ensuring special schools cater to those with the most complex needs”. The party said it will “make sure admissions decisions account for the needs of communities and require all schools to co-operate with their local authority on school admissions, SEND inclusion, and place planning”. Ms Peacock said this is “nothing more than has been the expectations of SEND legislation and practices since the Education Act 1996 and was further outlined in the 2014 reforms”.  She said: “If this has not been managed to date under both Labour and Tory governments, it is not clear how this will materialise moving forward. Inclusion has always been on the agenda, yet three decades later, has not been achieved.”  Conservatives The Conservatives promise to “transform education for children with special educational needs, ending the postcode lottery of support by delivering 60,000 more school places and a further 15 new free schools for children with special educational needs”.  Ms Peacock welcomed the promise to “transform education” and said the promise of more schools and school places was “pleasing”. However, she said this will only address the current issue of the shortfall in places and will “also require a significant amount of planning and funding with specialists and experts to advise and oversee the implementation of the new schools”. Liberal Democrats The Lib Dems indicate they would “give local authorities extra funding to reduce the amount schools pay towards the cost of a child’s Education, Health and Care Plan” as well as establishing a national body for SEND to “support children with very high needs”.  The manifesto also promises to put “specific emphasis on identifying and supporting children with special educational needs and disabilities in the new training programme for early years staff”. Ms Peacock said the current legislation already highlights the importance of early intervention and said it is unclear who would be considered “very high needs” and what criteria would apply. Green Party The Greens have promised to “push for £5bn to be invested in special needs provision within mainstream schools” for fully accessible buildings, specially trained teachers, and free transport for 16-18-year-old pupils with SEND. “Of all the parties, this does seem to address the issues of lack of inclusion,” Ms Peacock said. She said transport for 16-18-year-olds is a matter which can and does lead to SEND pupils becoming NEET (not in education, employment or training). However, she added that the post-16 options for SEND pupils are currently “very limited” and would need a “complete review and reconsideration as to what is appropriate”. 

Government data show that around two in three special schools in England were at or over capacity in the past academic year, with approximately 4,000 more pupils on roll in special schools than the reported capacity.

Ms Matthias and her son Drew are victims of the severe shortages, with no school place available in September.

“We’ve had 15 SEND school rejections and they’ve all basically said ‘full’,” She told i . “One local one said it was full until 2026.”

She said that Staffordshire County Council attempted to force a nearby primary school to take Drew – but the school said it could not meet his needs.

“We’re just stuck in a position now,” Ms Matthias said.

She added: “I’m a single-parent family. I work currently, and I’m having to leave a 10-year salary job because come July, when he leaves nursery, I won’t be able to work because there’s no place for him.”

Drew is currently in a mainstream nursery, as well as a SEND provision once a week. Ms Matthias said he is coping “brilliantly” but fears he will lose progress if he cannot go to school in September.

“This is a crucial time,” she told i . “If he’s not in the right setting that is going to encourage him and help him thrive, it’s going to cost local authority a lot more when he’s an adult.”

A Staffordshire County Council spokesperson said: “Councils across the country have seen a significant increase in the number of children who have an Education Health and Care Plan and we continue to work hard to try to meet the needs of our children within the resources we have.

“Research by the County Council Network suggests that since 2019, the accumulated deficit in England for Special Educational Needs or Disabilities has reached £3.2bn.”

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