Browsing by Author "Myers, Susan T."

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    An Analysis of Virginia's High School Principals Educational Background, Knowledge and Perceptions Related to Special Education
    Rascoe, Patricia A. (Virginia Tech, 2007-10-31)
    This study researched Virginia 's high school principals' educational background and knowledge related to special education, and, their perceptions of special education and their supervisory skills. Surveys using a Likert scale response format were mailed to 299 principals. Ninety-eight surveys were returned for a response rate of 32 percent. Each of the eight superintendent's regions was represented in the total. Results of the study indicated that principals with a special education degree or endorsement were able to respond appropriately to the scenarios based on the regulations. Their perceptions of special education were positive, as was their agreement that their supervisory ability related to special education was adequate. Principals without a degree or endorsement in special education did not perceive that their educational background had prepared them for supervising special education. They were able to apply their knowledge appropriately to scenarios based on special education regulations in most instances. However, their performance was not on the same level as their degreed colleagues. The information from this study has implications for local school divisions in planning staff development activities, state agencies that license principals and provide staff development for local school division, and universities in planning programs for future school administrators.
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    An Illustration of the Work Lives of Experienced Teachers of Students with Emotional and/or Behavioral Disorders at the Middle School Level
    Myers, Susan T. (Virginia Tech, 2004-04-20)
    The purpose of this qualitative study is to illustrate how experienced teachers of students with emotional and/or behavioral disorders (EB/D) working in middle school settings conduct their work. In the current context of public education, the work of teaching students with EB/D is considered stressful and undesirable by many individuals and has resulted in a shortage of adequately prepared and experienced special educators willing to teach this vulnerable population (Westat, 2002). In response to the shortage, school districts may resort to hiring improperly prepared individuals-- a practice that impedes the provision of an appropriate education to students with disabilities (Kauffman, 2001; Turnbull & Turnbull; 1998). In order to understand the work of those special educators who have remained in the field of teaching students with EB/D, this exploratory case study examined the work of four experienced special education teachers teaching students with EB/D in various instructional settings in middle schools in Virginia. Activity theory (Engeström, 1999) provided the conceptual framework in this study. The results of this study support the current research literature on the work of teaching students with EB/D. The teachers spent their workday (a) supporting their students’ progress in the general education curriculum, (b) developing their students’ prosocial skills, and (c) fulfilling multiple non-teaching related duties. Efforts to teach their students were impeded by (a) difficulties in working relationships with certain general education teachers and (b) meeting the complex responsibilities of being a special educator in the current context of public middle schools.
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    Special Education Transition: A Case Study of the Community Integration Experience
    Ligon, Julie Ann (Virginia Tech, 2009-03-30)
    The purpose of this study was to examine and describe transition services vis a vis the community integration of an adult-age special education student with a developmental disability. An additional goal was to provide the reader with a detailed portrait of the experiences of this student, especially with respect to the relationships and networks that influenced this student's integration into a community setting. Transition, according to the Individuals with Disabilities Education Improvement Act (2004), is a results-oriented process that requires special education program leaders to focus on the specific needs of each student in order to successfully integrate them in communities. This case study was significant in that it contributed to understanding how an individual with disabilities copes in educational programs and in communities. Data collection involved interviews with an adult age student who received special education transition services, her parent, her case manager, document review of the Individualized Education Program of the selected student, and review of relevant transition program and policy documents. Social capital theory was used as the conceptual framework for this study and guided the data analysis. Three distinctive themes were revealed through the analysis of the data: Community Opportunities, Development and Implementation of the IEP, and Employment. The overall findings of this case study revealed that through implementation of the IEP and the transition service in a community based setting, a multitude of social relationships and networks were activated by the student. The IEP specifically generated relationships and networks through opportunities for the student to have a peer mentor, have structured social time with her peers, have access to community venues, and through employment. The following conclusions were drawn: Community opportunities provide access to resources that influence integration: I EP transition services are a mechanism to facilitate community integration; and, e mployment is a primary outcome of transition service and a means to integrate into the community. The overall findings of this case study confirmed that vital social relationships and networks were activated by the student through conscientious implementation of her IEP and particularly as a result of the recommended transition services that afforded her community-based employment.