This phenomenological qualitative study examined the possibility of enhancing educational experiences for students with dyslexia. The data recorded in this study emphasized the need for alterations to the methods by which dyslexic students are educated, viewed, and perceived by general education teachers. This qualitative study added to the body…

This dissertation investigated the relationship between mindset and self-efficacy among special education teachers in Region 2 of Texas. While approximately 500,000 students are provided special education services in Texas public schools, special education students perform significantly lower on state assessments in reading and math than their…

This exploratory, descriptive study sought to determine the perceptions of special education (SPED) directors and their respective SPED teachers regarding self-efficacy in meeting the diverse needs of students who have English learning challenges and have been identified as having special learning needs. Also, general information regarding the…

The purpose of this qualitative study was to describe the perceptions of community college professors regarding the instructional practices for addressing the needs of students with disabilities at postsecondary institutions in Southeast Texas. The participants for this study were purposefully selected from within a population of faculty as a…

Student achievement in education and inclusive support for students with special needs has been a deliberated topic at the federal, state, and local levels of government. The co-teaching approach aims to provide ways for two teachers to work together to create a more inclusive classroom. The co-teaching approach is also known as co-teaching models…

Despite inclusive education mandated policies, deficient levels of inclusive educators' attitudes and teaching efficacy results in unsuccessful inclusive pedagogical practices that enhance poor academic performance outcomes for students with disabilities. This quantitative correlational study aimed to determine if teachers' attitudes and efficacy…

The need to improve outcomes among students with disabilities (SWD) by increasing teachers' skilled use of evidence-based practices (EBPs) has been a pressing challenge around the country. Texas, in particular, has a specific focus on supporting the increased use of teachers' EBPs within their State Systemic Improvement Plan (SSIP). Therefore,…

This exploratory study examined the nature of instruction provided in two reading intervention programs designed for elementary-grade students with dyslexia (The Multisensory Teaching Approach and Reading RULES!). In addition to documenting the proportion of time dedicated to particular content components (i.e., letter-name knowledge, phonological…

This phenomenological qualitative study examined the possibility of enhancing educational experiences for students with dyslexia. The data recorded in this study emphasized the need for alterations to the methods by which dyslexic students are educated, viewed, and perceived by general education teachers. This qualitative study added to the body…

The increase of students with High Functioning Autism Spectrum Disorder (HFASD) in the past decade has been cause for concern in our educational system. Many believe that this is due to the effectiveness of early childhood screening programs; however, conducive learning environments, along with the social and emotional wellbeing of students, has…

Use of evidence-based practices is important for the success of students in special education settings in public education. In total, 255 special educators in public education were surveyed about (a) use of instructional practices, (b) preparedness to use interventions, (c) access to training, (d) influences on decision-making, and (e) areas of…

Introduction: This article demonstrates the effectiveness of the use of routine-based instruction for teaching sensorimotor-stage object-perception skills to students who have visual impairments (i.e., blindness or low vision) and severe intellectual disabilities. Method: Classroom teachers documented progress toward achievement of object…

Introduction: The purpose of this study was to survey the faculty of personnel preparation programs that train orientation and mobility (O&M) specialists in the identification of accommodations, teaching techniques, and resources needed to teach students who are visually impaired (i.e., those who are blind or have low vision) and who are…

Special education inclusion teachers experience barriers that stem from self-efficacy, professional development, role conflict, special education compliance, and the necessity of determining the needs of students using Specially Designed Instruction, while serviced in special education within an inclusion setting (Woodcock & Reupert, 2013,…

Students with disabilities benefit from opportunities where skills learned through direct instruction can be practiced and experienced within nontraditional social contexts. Direct instruction methods are important in special education, however one of the challenges with it is that students with disabilities might not gain the understanding to…