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Investigating the Relationship between K-12 Online Special Education Teachers' TPACK and Teacher Level Variables: A Convergent Design Mixed-Methods Study
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Brad R. Garrison – ProQuest LLC, 2023
K-12 students with disabilities in the United States are increasingly enrolling in online schools and educational programs. Therefore, K-12 online public and charter school special education (SpecEd) teachers must be prepared to develop and implement individualized educational plans (IEPs) that meet the procedural and substantive requirements of…
Descriptors: Electronic Learning, Special Education Teachers, Individualized Education Programs, Teaching Methods
Increasing Access to Advanced Courses in High School for Students with Disabilities
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Lynn W. Streets – ProQuest LLC, 2024
Despite national attention for academic success, data shows that students with disabilities in the Appoquinimink School District do not share in this success. The district boasts a large enrollment in AP courses and high scores in both the state standardized tests and AP exams. However, students with disabilities consistently perform well below…
Descriptors: High School Students, Students with Disabilities, College Preparation, Advanced Courses
Factors That Impact the Successful Transition of Students with Disabilities to College
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Edwin Mau – ProQuest LLC, 2023
Successful transition processes for students with disabilities can assist secondary and post-secondary education institutions in meeting the needs of students. The purpose of this research is to examine the nature of the transition process from secondary to post-secondary education for students currently enrolled in college. By examining…
Descriptors: Transitional Programs, Planning, Students with Disabilities, Secondary Education
Perceptions of Special Education Teachers Regarding Documentation of Individual Special Education Student Academic Accommodations within Secondary Inclusion Classrooms in an Identified Rural Public School District in Sussex County, Delaware
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Conover, Virginia Ann – ProQuest LLC, 2010
The purpose of this qualitative study was to determine special education teachers' perceptions of the daily process of documentation of academic accommodations provided to special education students on their caseloads, Grades 6-10. The purposefully selected sample was comprised of 12 middle and high school special education teachers who teach in…
Descriptors: Grounded Theory, Student Needs, Focus Groups, Academic Accommodations (Disabilities)