Inclusive apprenticeship programs--those that support and are designed to be inclusive of apprentices with disabilities--hold promise for improving long-term employment outcomes for participants. However, little is known about the prevalence and operations of inclusive apprenticeship programs. This report summarizes current information on…

Students with disabilities across the united states are not achieving at the same rate as their non-disabled peers. With their flexibility and capacity for innovation, charter schools offer an opportunity to improve these outcomes. However, data from the Civil Rights Data Collection (CRDC), parent focus groups and surveys, and research on schools'…

Low- and lower-middle-income countries (LMICs) are currently facing a myriad of challenges in education; from large increases in school enrolments putting pressure on already strained school resources, to having millions of children out of school, with a sizable proportion of those in school learning poor. Education stakeholders in high- and…

Students with Emotional and Behavioral Disabilities (EBDs) are often pushed out of the least restrictive schooling environment due to schools' inability to meet their unique learning needs (OSEP, 2020). School-Wide Positive Behavior Interventions and Supports (SW-PBIS) is a research-based framework for helping school teams establish social and…

This phenomenological study used in-depth interviews to mold and create participant narratives to document the lived experiences of special education social workers who work in the inclusive environment through a critical disability lens. Special education social workers primary focus of work is to provide direct and supportive Services to…

The purpose of this quantitative correlational study was to determine if and to what extent a relationship exists between K-12 principal and assistant principal cognitive, affective, and behavioral attitudes towards inclusive education and overall attitudes toward inclusive education in schools in the United States. The theoretical foundations for…

The purpose of this study was to identify aspects of home life, college life, or high school preparation that supported the success of students with disabilities at community colleges. As students with disabilities are rarely represented in the literature, this study offered a space for students with disabilities to share their voice and further…

This study is a partial replication of Brown-Oyola's 2016 study "The Difference in Attitudes of Regular and Special Education Teachers Toward Inclusion." The purpose of this quantitative quasi-experimental study was to investigate the difference in attitudes of general education and special education teachers toward the implementation of…

This dissertation in practice created a new form of educator development called the Virtual Educator Network (VEN) and examined its impact on educators' attitudes towards inclusion, feelings of support, and incorporation of new strategies to solve problems of practice they find important. The VEN is a form of professional development that pulls…

General education physical education (GPE) teachers currently face difficulties in providing for the special needs of students with autism spectrum disorder (ASD) in inclusion GPE classes. In addition, there is currently no best practice in how to present information on adapted physical education (APE ) strategies to GPE teachers effectively. This…

This Dissertation in Practice (DIP) was a group dissertation as required by the Doctorate in Educational Leadership program and created a new form of educator development called the Virtual Educator Network (VEN). This DIP examined the VENs' impact on educators' attitudes towards inclusion, feelings of support, and incorporation of new strategies…

As students with intellectual disabilities (SWID) are increasingly attending inclusive postsecondary education (IPSE) programs, their specific needs and barriers to success must be assessed and addressed. Additionally, mental health (MH) conditions are common in college age students, this remains true for SWID enrolled in IPSE programs. This study…

Many educators are not adequately prepared for effectively managing the challenging behaviors that arise when including students with emotional and behavioral disorders (EBD) in the general education classroom. This action research study sought to identify educators' perceptions at Charter Academy about including students with EBD in the general…

Georgia's College and Career Ready Performance Index for 2014-2016 showed that students with disabilities (SwD) did not meet performance targets when taught in co-taught inclusion classrooms with both general education teachers (GET) and special education teachers (SET) in the classrooms. The purpose of this study was to determine the differences…

America's strength lies in its inherent diversity--an enduring truth that makes the Eurocentric nature of our educational curricula troubling. Despite this foundational reality, curricular materials remain predominantly Eurocentric, often excluding authentic representation and inclusion of Black/African American experiences in children's and young…