The state of Texas has been cited through the U.S. Department of Education under the Individuals with Disabilities Education Act (IDEA) as failing to identify students under the Child Find component of the law using Response to Intervention/Multi-Tiered System of Support (RtI/MTSS). The purpose of this basic qualitative study was to identify…

This study is qualitative phenomenological research. A Total of 32 respondents consented participation and were purposively selected. The study key question was: How do students with disabilities benefit from inclusive education settings in secondary schools in Tanzania? In-depth interviews and focus group discussions used to collect data, and the…

Through a lens of cultural capital, this dissertation explored the complex implementation of Section 504 policy in public high schools, focused on how school-level characteristics and the state-level litigious educational environment impact the qualifying rates of 504 plans. This study of the 2017-18 school year employed data from national…

The purpose of this qualitative study was to determine if teacher perceptions of dyslexia accommodations affect the proper implementation of accommodations in the testing process with a focus on formative and summative assessments. The following research question and sub-questions guided the study: What are the perceptions of teachers regarding…

This study was designed to determine how special education teachers (SETs) in Saudi Arabia perceive their self-efficacy in implementing social-emotional learning (SEL) practices to support students with learning disabilities (LD). The data were collected by surveying 109 SETs of students with LD who teach at elementary and middle schools in…

Self-determination is a predictor of postschool success. The importance of self-determination instruction for students with and without disabilities is increasingly being recognized. The Self-Determined Learning Model of Instruction (SDLMI) has been implemented in various settings and at various intensities with all students. Researchers have…

The purpose of this study was to compare experiences of teachers and learners in the implementation of the National Strategy on Inclusive Education between primary and secondary schools in Malawi using a qualitative methodology with a phenomenological approach. The findings show that there is no clear difference in the way the National Strategy on…

Special education teachers in rural settings face unique challenges related to providing transition services to secondary students with intellectual and other developmental disabilities (IDD). Geographically isolated school districts tend to have limited collaborative partnership opportunities and access to quality professional development to…

As computerized speech-to-text (STT) technology has become more advanced over the past several years, more students with, and without, disabilities are using STT tools in the classroom and while taking assessments (Warren, Thurlow, Lazarus, & Strunk, 2018). Speech-to-text tools often are installed on school-provided computers or tablets and…

This qualitative descriptive study explored how middle school general education teachers describe their role, the support they received, and the ways they implemented RTI strategies to support students with disabilities in the inclusive classroom setting in the Northwestern region of Georgia. The Response to Intervention conceptual framework was…

The problem explored in the study was that elementary and middle school special education teachers in the southeastern United States were not using positive behavioral interventions and supports (PBIS) strategies with their students with disabilities (SWDs), even though the framework had been implemented at their schools. Perceptions of elementary…

The problem at a high school in the southeastern United States is that students with disabilities struggle to demonstrate appropriate behaviors despite the implementation of School-Wide Positive Behavioral Intervention and Supports (SWPBIS). Current research findings have suggested that although SWPBIS includes strategies for students with…

Although previous research exists on making adaptations for students with Visual Impairments (VI) in online settings, there is limited research on the teaching and learning dynamics of students with VI during the COVID-19 pandemic. Since responses to the pandemic made it difficult for students with VI to participate in educational opportunities…

In 2019, about 22% of U.S. students ages 12-18 reported being bullied, with a higher percentage of female students than male students reporting victimization. Recent empirical reports indicate that students with disabilities are more likely to experience bullying and be punished for bullying. Bullying has been linked to increased risk for…

The purpose of this report is to summarize the status of state-defined alternate diplomas in the 50 U.S. states three years after the Elementary and Secondary Education Act (ESSA) indicated that states could develop these diplomas and use them in accountability calculations. To count this diploma in a graduation measure for accountability, several…