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The purpose of this case study is to examine the impact that social emotional learning (SEL) has on students within a partnered learning classroom environment. Most research on social emotional learning focuses on elementary aged students, and lacks data from high school aged adolescents. Research interests include topics such as body language when engaging with peers, active and passive listening, how well students can collaborate with peers with diverse abilities, and the effectiveness of collaboration between educators, among other areas of interest. High school students whose ages ranged between fifteen to eighteen and two students whose ages ranged from nineteen to twenty-one, were chosen to partake in this study, based off of an initial observation. Participants consist of general and special education students, as well as instructional assistants, a special education teacher and the lead art teacher. Data was collected through digital observational field notes and a corresponding spreadsheet to track behaviors and analyze the potential benefits of collaborative art-making spaces. Data was coded by the following overarching themes: relationship skills, social awareness, and collaboration among educators; and then branched into smaller themes such as passive/active listening, interactions with peers, redirection, and amount of time on task. The study concluded that collaborative classroom spaces yield positive social outcomes for students with various disabilities, as well as their general education counterparts. The study also yielded results that co-taught classrooms can be successful with proper organization and communication between educators.

Students with chronic health conditions are living longer lives, thanks to medical advances. This group of students spend more time in classrooms, and teachers have become tasked with meeting the needs of this growing population. Teachers require supports on best practices for educating students with chronic health conditions who are in their classrooms. The knowledge of teachers supporting this population of students can be insubstantial, but the experiences of teachers can begin to add insight to how to meet the needs of the teachers educating this group of students. The purpose of this qualitative study was to understand the teaching experiences of a total of 10 general and special education teachers in Grades 6-12 who educate students with chronic health conditions, particularly those with cancer, sickle cell disease or blood disease, diabetes, and seizure disorder. In this study, Bandura's social cognitive theory and its subset of self-efficacy provided insight about the experiences of teachers in two counties in Pennsylvania. Participants participated in semistructured interviews, where data was analyzed using an open coding system so that themes emerged and were identified. The results of this study identified four themes the emerged from the experiences of teachers. Those themes are, barriers to education, chronic health conditions in classrooms, teacher strategies in supporting students with chronic health conditions, and equal access supports. The themes related directly to the literature and the conceptual framework used to guide this study. This study can contribute to positive social change by using the information to assist general and special education teachers to successfully implement strategies of accommodations and modifications to improve outcomes of students that experience chronic health conditions. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The issue of teacher shortages has long been a concern in schools across the nation. Currently, the majority of states have reported persistent shortages, with special education experiencing the most severe gaps. The purpose of this study is to explore the effects of school climate on teacher retention in special education schools. Special education teachers are inclined to remain in their current teaching positions when they perceive a favorable school environment. This mixed-methods explanatory sequential design study explored the effects of school climate on teacher retention in special education schools in Pennsylvania. This study researched the perceptions of special education teachers and school climate in addition to the factors that have the greatest effect on their decision to remain in their current position. This study was grounded in the social exchange theory. The data were collected in two phases. The quantitative phase included participants (n=25) completing two surveys and the employment status report was documented. The qualitative phase (n=10) included participants completing one semi-structured interview. The findings suggest that school climate has an impact on teacher retention and community factors such as relationships and connections have the greatest effect on their decision to stay in their current teaching position. Support from administration and colleagues was a common theme that participants noted as a factor swaying their decision. Future research on tools to assess school climate, implementing mentoring programs, and exploring the effect of the special education teacher shortage on special education student achievement is suggested. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this phenomenological qualitative study was to learn more about the experiences of school principals pertaining to special education leadership and the management of special education teachers in their buildings. The researcher hoped to become aware of how public-school building principals first learned about special education and how they maintain current special education knowledge. The researcher also hoped to determine helpful interventions and courses of action for principals to utilize in the future to retain special educators in their buildings and in the field of special education. In this study, a total of 9 eligible principals from public schools in Central Pennsylvania participated in one-on-one semi-structured interviews The findings from this study demonstrate that principals overall learned little regarding special education in their formative coursework. Further, it was clear that many principal participants do not choose to actively seek experiences in which to deepen their understanding of special education as their years in the role continue. Conclusions from this research will help the state of Pennsylvania's principal preparation programs prepare coursework that better serves the principals, special education teachers, and students who receive special education services in the state. The results of this study will also help principals in the state of Pennsylvania to become stronger leaders of all faculty, staff, and students in their buildings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There are evident shortages with increased demands for qualified special education teachers (SETs) nationwide (Peyton et al., 2021). Although efforts have been made to reduce SET attrition and increase retention, it is still unknown what job factors influence SETs' intent to stay, transfer, migrate, pursue administrative positions, pursue positions in higher education, or leave education entirely (Mason-Williams et al., 2020; Peyton et al., 2021). A predictive correlational research design was used to perform a correlational analysis among SET job satisfaction and SET intent variables. A logistic regression analysis enhanced this research by providing a model that predicts SETs' specific intentions based on various job satisfaction factors. A multivariant analysis was also utilized to analyze the effects of job satisfaction on SET demographic subgroups. A total of 78 SETs in southeastern Pennsylvania participated in the research study completing a Likert-scaled, closed-ended quantitative survey regarding their job satisfaction in administrative support, job demands, and compensation, and their specific intentions regarding special education. All SET job satisfaction variables showed statistically significant correlations with SETs' intent to stay in the field. Compensation was the only job satisfaction variable with a statistically significant negative correlation with intent to transfer to general education and pursue an administrative position. Job satisfaction with administrative support indicated a statistically significant negative correlation with SETs' intention to leave education entirely. When logistic regression models were completed for SETs' intentions for all job satisfaction predictor variables, compensation was determined to be the only significant predictor variable for three specific outcome variables, including SETs' intent to stay in the field, transfer to general education, and pursue an administrative position. Additionally, there were no significant differences in job satisfaction among the variable groups for grade levels taught, teaching roles, or school district locale. Although Persistent SET shortages continue to compromise standards of a free appropriate public education (FAPE) for students with disabilities, the study's findings provided recommendations to help mitigate SET attrition and help retain special educators to benefit school districts and students in the ever-changing post-pandemic environment and offered suggestions for future research. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study sought to gain perspective into the emotions of special education teachers and their feelings of self-efficacy in their ability to provide their students with virtual instruction. A phenomenological study was conducted utilizing a two-interview process to gain insight into those feelings and emotions. By utilizing a phenomenological study, the educators were able to share their stories through the use of open-ended interview questions. Meaning and themes were identified using data explication. This study sought to provide current and future educators with insight into the events of the pandemic-caused mandatory school shutdown of 2020 and add to the body of knowledge on the supports and programs that worked and those that did not. This study provides school administrators with the lived experiences of educators who learned to navigate a new way of providing education to their students. By sharing the stories of the educators involved in the study, the researcher gave school administrators the opportunity to examine what was successful in supporting teachers during the mandatory shutdown and what supports would have been helpful. With this information, both administrators and teachers can be better prepared if any catastrophic event would occur in the future. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Student enrollment in K-12 blended learning classes, including for students with disabilities, has steadily increased in the last decade and is likely to continue post pandemic. Although more K-12 students with disabilities are accessing blended learning opportunities, how special education itinerant teachers (SEITs) engage students with disabilities in this format is unclear. This case study examines how SEITs utilize instructional strategies to support students with disabilities in blended learning classes, organize and design the virtual learning component of the class, and facilitate interactions with students in this course format. Participants (n = 12) from a comprehensive secondary school in Pennsylvania were invited to share qualitative data regarding their engagement with students in blended learning classrooms. Through personal interviews and document analysis, this study reports seven key findings, including that SEITs often serve diverse and overlapping roles and play no role in the organization and design of course materials posted in a school's learning management system (Schoology). The Adolescent Community of Engagement framework served as the foundation for examining the topic. The findings provide districts with a better understanding of how SEITs engage students with disabilities in blended classes. The findings also provide K-12 educators' research on SEIT-supportive practices as they work to meet the unique needs of students identified with disabilities taking classes outside the traditional brick-and-mortar classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Throughout the United States, there is a persistent shortage of special education teachers. School administrators recognize this phenomenon and must work collaboratively to resolve the issue of special education teachers choosing different career paths. The literature shows that special education teachers leave the field within the first three-five years of their career if they are not properly trained and supported. A mixed methods research study was conducted with 76 special education teachers in Western Pennsylvania. Participants completed a questionnaire and shared their perspectives on recruitment and retention. From that sample, the researcher chose to engage focus group participants that have taught special education for five years or more in their current role. Focus group participants were asked to share their thoughts on remaining in their career longer than five years. Making connections with colleagues and school administrators plays a role in the retention rates of special education teachers in public schools and private schools. Providing pre-service teachers with hands-on experiences and opportunities to develop skills while on the job can lead to increased teacher retention while on the other hand ignoring training needs and the overwhelming legal mandates contribute to the increase in teachers choosing other career paths. Focusing on the practices to recruit and train highly qualified individuals across all special educational systems is necessary for the future of all students in education. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

There is a shortage of special education teachers, particularly in rural locations. The revolving door of special educators is a burden on district taxpayers, administrators, and students in need of special programming. Therefore, increasing and improving special education teacher longevity is a need in most school districts in rural areas. The purpose of this phenomenological study was to describe the lived experiences of veteran special educators in rural Pennsylvania. The three research questions investigated factors that influenced teachers to enter the field of special education and factors that influenced them to remain in the field of special education for over 10 years. This study also researched factors that caused rural special educators to leave the field after earning tenure in Pennsylvania. A phenomenological research design was used to give life to the actual words of the study participants. Ten one-on-one interviews and one focus group were conducted to gain insight into the factors that influence special educators to enter and remain in the field of special education. Higher education institutions near rural school settings will be able to use this study's findings to better prepare beginning special educators. The results can also be used to inform rural school districts' policies and procedures for recruiting and maintaining special educators, including informing onboarding processes for beginning teachers and planning decisions about professional development. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this qualitative phenomenological study was to explore the perception and lived experiences of general education teachers and special education teachers in a co-taught classroom. The study looks at the effects of targeted professional development and teachers' attitudes in co-taught classrooms at the high school level in Pennsylvania. This study is framed by the following research questions: (a) How do general education and special education teachers describe the essences of their experiences with co-teaching? (b) How do the attitudes of general education teachers and special education teachers affect the co-teaching environment at the high school level? and (c) Can a Professional Learning Community (PLC) focused on co-teaching strategies improve the perceptions of teachers toward one another and the roles each plays in the classroom? The conceptual framework that provides a foundation for this study is based on the researcher's experience over the past 17 years as a special educator in the co-teaching classroom. Looking through a social constructivist lens, the three streams that form the foundation for the current research include: legislation, effective co-teaching models, and strategies within a co-taught classroom. For the qualitative research, three dual certified teachers, twelve general education teachers, and six special education teachers participate in interviews, focus groups, journaling, and observations. Once data are collected, transcriptions explore themes of the lived experiences of all the general education teachers and special education teachers within the co-taught classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This dissertation investigated regular and special education co-teachers' perceptions of professional development programs and their readiness to co-teach in the elementary mathematics classroom. A gap in co-teaching literature exists regarding how teachers perceived co-teaching professional development and how it impacts their readiness to co-teach. Two central research questions directed the study. Question 1 asks, "What are elementary mathematics co-teachers' perceptions of co-teaching professional development?" Question 2 asks, "How does professional development effect co-teaching in the elementary mathematics classroom?" A basic qualitative study was used to uncover, illuminate, and describe perceptions that mathematics co-teachers hold regarding professional development and readiness to teach in an elementary mathematics setting. Data were gathered in the form of one-on-one interviews with both regular and special education elementary mathematics co-teachers. A sample of 15 co-teachers was drawn from a school district in Pennsylvania where co-teaching was utilized in the elementary mathematics classroom. Interview data were recorded, transcribed, and coded in order to create themes used to answer the research questions. Major themes that arose to answer Research Question 1 included: (a) first exposer to co-teaching, (b) initially helpful, (c) continued professional development is necessary, and (d) professional development focused on co-teaching models. Themes that emerged used to answer Research Question 2 were: (a) professional development increased the use of co-teaching models/strategies, (b) professional development encouraged collaborative practices, and (c) professional development showed the importance of co-planning with professionals. Findings of the study were consistent with current literature and the theoretical framework of the critical reflection and social cognitive learning theories. Implications of the study and recommendations for future research were provided. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Novice special education teachers have become an integral part of the public and private school systems throughout Pennsylvania. This mixed-methods research study explored the expertise and preparedness of current novice special education teachers. A combination of an electronic survey questionnaire and phone and face-to-face interviews were utilized to collect quantitative and qualitative data. Survey construction and interview question development were grounded in the reading specific domains as outlined through the framework entitled, Pennsylvania Standards Aligned System. From this lens, perceived reading competency levels amongst novice special education teachers were explored. Quantitative and qualitative findings were examined by category associated with five foundational research questions related to the impact of undergraduate reading coursework, number of years of teaching experience and type of special education certification on reading preparedness. The distinctly organized quantitative and qualitative data were organized into reading competency categories, analyzed using descriptive statistics and Chi-square analysis. Collected evidence allowed for discovery of distinct areas of need; such as interpretation and analysis of reading assessment, knowledge of reading interventions and resources and a need for additional exposure and training in the area of reading comprehension strategies. Data from the study indicate that reading coursework has a positive impact on special education teachers' understanding of foundational reading knowledge of standards, curriculum and assessment. As a group, Dual Elementary/Special Education certified teachers were able to understand conceptions contained within the Pennsylvania Standards Aligned System domains. These participants attained the highest number of correct responses across all categories of domains within the PSAS framework. Special education teachers with two or more years of teaching experience attained higher frequency of correct response across all domain categories when compared to novice special education teachers who have taught one year or less. When asked, novice special education teachers gave feedback on their professional development experiences related to reading and discussed their frustration and challenges with current reading professional development. Qualitative data collected from a series of nine semi-structured interviews indicate that novice special education teachers value professional development that is specific to individual need. They consistently reported that lack of reading resources and associated training were a source of major concern. The intention of these qualitative statements was solely for the purpose of improving reading pedagogy that would ultimately lead to improved student outcomes. Trends associated with professional development format, indicate that professional learning communities and collaborative work sessions were both impactful and practical. In both qualitative and quantitative findings, novice special education teacher analysis and utilization of summative assessment data, were reported as a significant need and an area which warrants further investigation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Teachers are leaving the field of education at a rate of over 50% in the first five years of teaching; the rate of departure is up to one third higher in an urban setting. This pattern has increased steadily over the last thirty years. This study explored this situation in the hope of identifying strategies to decrease attrition and promote retention. It reviewed the relationship of three variables (grit, job satisfaction, and cultural competence) to teacher length of service in an urban school district. Differences in scores on the three independent variables were examined between regular and special education teachers within the sample. Additionally, the study investigated whether the statistically significant variables could produce a model for predicting teacher length of service. The sample included 102 regular and special education teachers from one medium-sized, urban K-12 school district in southeastern Pennsylvania. The research was grounded in resilience theory where predictors were studied for their ability to be considered mechanisms that could alter the risk impact of teacher attrition in urban schools. The results of the research indicated that job satisfaction and cultural competence have a statistical relationship with teacher length of service in the district studied. Special education teachers demonstrated a statistically significant higher job satisfaction rate than the regular education teachers within the sample. Implications for educators based on the results of this study include improving training for school leaders on the importance of job satisfaction and Personal Involvement of staff within the school community. The role of professional development for pre-service teachers, current teachers, and school leaders on unique aspects of the urban education setting have also emerged. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

Over the last four decades, legislative mandates have increased both educational opportunities and accountability measures for students with identified disabilities in the public school setting. The intertwined relationship between those mandates and the processes used to monitor the progress of a student's individualized goals is complex. This study investigated the current practices of a sample of elementary special education teachers in one county in southeast Pennsylvania. This two-phase study utilized a mixed-methods research design to gather information to help us better understand how teachers are collecting, analyzing, and using data to monitor student progress in selected areas of reading and math, in grades 1-5. In phase-one, a web-based survey was used to gather quantitative information on the processes teachers were employing to collect, analyze, and use student performance information to monitor IEP goals. In phase-two, semi-structured interviews were conducted to provide complementary data on those processes based on teachers' experiences and perspectives. From the research sample, results of the survey and interview indicated that the overall teacher practices were aligned with legislative mandates, and that teachers were utilizing progress monitoring data in many ways. Interview data from one sample district indicated that teachers followed progress monitoring guidelines established by the district, and were provided resources to complete those processes. Results of the study further indicated that teachers most frequently reported using curriculum-based measures (CBM) to fulfill the requirements of this responsibility, and generally agreed that these tools supported their needs. It was also reported, in the context of this study, that additional tools were also necessary to gather relevant student performance information. Interview data gathered from the participating teachers provided insight into some of the additional complexities of the processes including: the competing demands for teachers' time, monitoring students in inclusive instructional settings, using progress monitoring data for purposes of instructional intervention, reporting of progress monitoring data, and using progress monitoring data to collaborate with regular education teachers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study is to interview high school teachers of English Language Arts and special educators who are partners in a co-teaching model. It is important to understand the perceptions of teachers using co-teaching models to learn about the strengths of the program, as well as areas for improvement. In 1975, public education changed with the passing of P.L. 94-142, the Education for All Handicapped Children's Act triggering the development of inclusive practices to educate students with special needs. The act includes addressing the special needs of students which may include cognitive, processing, or sensory needs, as well as those children with physical disabilities (Graziano & Navarette, 2012). This critical legislation meant that all student regardless of their ability or disability were entitled to a free and appropriate education (FAPE) as reflected in Section 504 of the Rehabilitation Act of 1973. Students would no longer receive instruction in a separate school, in a separate wing of the building or in a separate classroom (Friend, Cook, Hurley-Chamberlain, & Shamberger, 2010). In response, school districts changed practices and procedures to provide appropriate instruction to all students, including those with disabilities. As districts continue to meet the highly qualified mandates, many schools shifted to co-teaching models and increased the inclusion of students with special needs within the regular education classroom. Co-teaching is one strategy to ensure that special education students have access to the curriculum and instruction and become viable participants in the classroom (Brinkman & Twiford, 2012) by having a certified special education teacher and a general education content teacher providing instruction to students within the same classroom. While some evidence exists regarding best practices, more information is needed to determine what works and what needs to be improved (Friend & Cook, 2010; Gately & Gately, 2001; Graetz, Mastropieri, & Scruggs, 2005; Sileo & van Garderen, 2010) less is known about the perspectives of those implementing a co-teaching approach on a daily basis. This study seeks to investigate co-teaching models and collaborative best practices by exploring the perceptions of teachers implementing co-teaching models in secondary schools in Western Pennsylvania. In addition, by analyzing this topic through the lens of the Cooperative Learning Theory (2009) and Gately and Gately's (2001) effective components of co-teaching, this study will address a current gap in the literature. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The role of teacher assistants has paralleled the changes in education over the years. The teacher assistants, who numbered 1.3 million in 2008 and are projected to increase by 10 percent by 2018 (Office of Labor Statistics, 2012) are valuable members of our educational communities providing support to students with special needs. These teacher assistants often enter the educational workforce with no formal training in how and what they should be doing to assist students. The question arises regarding the absence or presence of leadership abilities of special educators who have teacher assistants assigned to them. The purpose of this study was to explore special education teachers' perceptions of themselves as leaders of their teacher assistants. An additional outcome was to discover whether the participants' degree of education or their districts' locales within Pennsylvania affect their responses. Sixty-nine special education teachers from Pennsylvania participated in this study. The teachers completed both the Leader Behavior Description Questionnaire-Self (LBDQ-Self) and the Multifactor Leadership Questionnaire Leader Form 5X-Short (MLQ Leader form). Teacher demographic information including degree of education, gender, or training in leading teacher assistant was also collected. The majority of the respondents were female. The majority also held master's degrees. The greatest amount of respondents had 0-7 years of experience. The rural area was most highly represented. The majority of the respondents indicated they had no training in leadership of their teacher assistants. Data analysis indicated that there is no relationship among or between the demographics based on respondents' answers. It was also determined that although similar ranges in responses to questions regarding psychometric attributes existed, no respondents' answers were the same for all questions. It was further determined that the results from the LBDQ-Self responses fell into three dimensions of leadership. The dimensions were developed by combining responses that were significantly correlated to each other. The Accountable Dimension represented attributes of a leader who has responsibility for defining the roles of the group members and responsibilities of the group overall. Approachable Dimension showed that the role of the leader was to address the well-being of the workers. Whereas the Authoritative Dimension was developed to reflect traits of a leader that include power and influence over the group. Based on the findings of this study, all of the participants were able to identify that they have some level of self-perception for the leadership of their teacher assistants. What this implies is that special educators lead their teacher assistants, but they are doing so, in the majority of cases based on this study's results, without formal training in this area. This implication lends itself to explore the impact of the special educators' intuitive leadership based on their real-life experiences and the development of leadership skills relative to their teacher assistants via informal methods such as collegiality, teacher leadership and mentoring. Further research into teacher candidate training programs at the university level and in-service programs at the workforce level; as well as leadership programs for educators should be explored and the results implemented. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

This study investigated high school special education teachers' knowledge of assistive technology (AT) for students with reading difficulties in Southwestern Pennsylvania. A survey was disseminated via e-mail using the "SurveyMonkey" online survey tool to 201 special education teachers. The survey asked questions pertaining to the respondents' demographics, knowledge of assistive technology (AT), knowledge of reading (programs) and school district professional development. Most questions utilized a Likert-type scale format, however; the last question was open-ended and allowed participants to write a response about anything not asked in the survey about AT, reading or professional development. A total of 94 special education teachers responded to the survey for a 46.77% response rate. Demographic data showed that respondents were mostly female (68.5%), with a Master's degree (69.6%) and averaged between 5-9 years of experience (27.2%). Teachers had various special education teaching assignments. Study results show that while almost all teachers (98.8%) had at least some knowledge of the definition of AT, a number of them had no knowledge about the National Reading Panel's 5 domains for reading success (31.5%), commercial programs to support reading (16.9%), handheld device applications (apps.) (15.7%) to assist with reading, or text reading programs (12.4%). The survey also showed that (86.4%) of the teachers received 10 hours or less of instruction in reading assessment/instruction. Results of the study suggest that professional development is needed for advancing teacher knowledge of AT and assisting students with reading difficulties to meet the requirements of federal and state laws. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

While No Child Left Behind assessment policies require student performance on alternate assessments to be reported to parents, there have been no research studies and limited guidance on how this information is best reported. There are two issues resulting from the lack of research and guidance. First, there is no established standard for what information should be reported. It is left to individual states to determine the types of information reported, and there is no provision to ensure that parents have a voice in determining the information that is most helpful to them. Second, there is no guidance on exactly how the information should be presented. This study directly examined these issues within the context of Pennsylvania. The research question was: "What are meaningful ways of reporting alternate assessment results to parents?" Data were collected through a variety of methods, including interviews with parents, teachers, special education program administrators, and alternate assessment design team members; and through the development and trial testing of sample alternate assessment score reports with parents and teachers. Based on the findings, the answer to the research question is twofold: (a) there are specific design features that can be incorporated into alternate assessment score reports to assist with parents' interpretation and use of the reports, and (b) the definition of "report" has to be expanded beyond a traditional paper report in order to include in-person and video opportunities for presenting information. The findings from this study contribute to special education policy and practice at three levels: (a) the design and reporting of alternate assessment results to parents, (b) the translation of federal and state assessment policies into practices that directly benefit parents and students, and (c) the ways teachers and parents exchange information during the educational planning process. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]

The purpose of this study was to increase understanding of the lived experiences of special education teachers. The Giorgi phenomenological model was utilized for this qualitative project. The study looked in detail at the lived experiences of five special education teachers actively working in Pennsylvania schools. Information gathered came from in-depth interviews with the teachers who shared candid views and perceptions of their experiences. It was predicted that they would provide unique perspectives to the experience, including positives and challenges that they live daily. Knowledge gained from this project should provide knowledge of common fundamental themes unique to this sample. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]