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Promoting Equitable Outcomes for Students with Disabilities

Bunch, Clarissa L.
http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152460365005734

Abstract Details

2018, Master of Education (MEd), Ohio University, Special Education Early Childhood Special Education (Education).
Children receiving special education services in public classrooms in the United States are consistently suspended, physically restrained, and secluded at rates much higher than their peers who do not receive special education services. The use of these negative punitive practices during the early childhood periods of development have lasting, negative outcomes for students such as negative school attitudes, increased risk for dropping out of high school, and incarceration (Diamond, Justice, Siegler & Snyder, 2013; Garcia, Heckman, Leaf & Prados, 2016). These outcomes can be diminished through the use of equitable discipline practices for all students, including those with disabilities. However, scholars have previously identified gaps between the evidence-based practices identified to prevent or reduce challenging behaviors and teachers’ use of these practices. In this study, the researcher aims to examine the beliefs (perceptions of students with disabilities and self-efficacy for teaching students with disabilities) and knowledge (content knowledge of behavior-specific evidence-based practices) teacher candidates possess about these evidence- based practices. Survey responses by teacher candidates in early childhood education, early childhood special education, and K-12 special education were compared. The researcher found teacher candidates across program types have positive perceptions of children and individuals with disabilities and that teacher candidates held high levels of self-efficacy for teaching, regardless of the type of teacher preparation program. Mean scores for knowledge measures were low for all teacher candidates. Teacher candidates enrolled in dual licensure early childhood and early childhood special education programs, on average, had higher mean knowledge scores than single licensure candidates enrolled in early childhood programs. This disparity may contribute to the disproportionate numbers of students with disabilities that are subjected to negative punitive practices within inclusive settings. Implications are provided related to how teacher educators can improve their teacher preparation programs.
Jennifer Ottley, Dr. (Advisor)
Dianne Gut, Dr. (Committee Member)
Sara Hartman, Dr. (Committee Member)
Sara Helfrich, Dr. (Committee Member)
Dwan Robinson, Dr. (Committee Member)
75 p.
Early Childhood Education; Education; Special Education
evidence-based practices; behavior management; disproportionality; discipline; early childhood education; early childhood special education; teacher preparation; teacher candidate knowledge; teacher candidate self-efficacy; pre-service teachers

Recommended Citations

Citations

  • Bunch, C. L. (2018). Promoting Equitable Outcomes for Students with Disabilities [Master's thesis, Ohio University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152460365005734

    APA Style (7th edition)

  • Bunch, Clarissa. Promoting Equitable Outcomes for Students with Disabilities. 2018. Ohio University, Master's thesis. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152460365005734.

    MLA Style (8th edition)

  • Bunch, Clarissa. "Promoting Equitable Outcomes for Students with Disabilities." Master's thesis, Ohio University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou152460365005734

    Chicago Manual of Style (17th edition)

ohiou152460365005734
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This open access ETD is published by Ohio University and OhioLINK.