國立虎尾科技大學 |

Dyslexia and the Need for General Education Teacher Training.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Dyslexia and the Need for General Education Teacher Training./
作者:	Begay, Sheeresa S.
面頁冊數:	1 online resource (148 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: B.
Contained By:	Dissertations Abstracts International84-12B.
標題:	Cognitive psychology. -
電子資源:	click for full text (PQDT)
ISBN:	9798379692254

Dyslexia and the Need for General Education Teacher Training.
Begay, Sheeresa S.

Dyslexia and the Need for General Education Teacher Training. - 1 online resource (148 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: B.

Thesis (Ed.D.)--The University of North Dakota, 2023.

Includes bibliographical references

General education teachers are expected to provide instruction to and promote learning in all students within a general education classroom per state and federal mandates. These mandates ensure students with disabilities like dyslexia are given access to a general education classroom, curriculum, and materials, and provided with support through an Individualized Education Program (IEP) or 504 Plan. However, general education teacher training and professional development programs have often been ineffectual in preparing general education teachers for delivering instruction to and promoting learning in individuals with dyslexia. As a result, many general education teachers are unprepared for supporting students with dyslexia in a general education classroom.In this mixed-methods, explanatory sequential design study, 10 general education teachers from a non-rural school district shared their training and professional development experiences. Data collection and analysis examined current teacher preparation programs at the time of this study and general education teachers' understanding and awareness of individuals with dyslexia in the late elementary and middle school grade levels. Participants' surveys and interviews examined the requests or the receipts of general education teacher training and professional development in dyslexia, the implementation of accommodations/modifications for dyslexic students, the use of effective instructional practices or strategies for teaching dyslexic students, and the receipt of support and guidance for teachers of students with dyslexia. Findings led the researcher to identify a central theme; access to intervention supports and materials in providing instruction to and enabling learning in individuals with dyslexia. The purpose of this study was to identify needs of general education teachers in their classrooms in relation to their roles and responsibilities of providing instruction to and enabling learning in individuals with dyslexia.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379692254Subjects--Topical Terms:

556029
Cognitive psychology.
Subjects--Index Terms:

DyslexiaIndex Terms--Genre/Form:

554714
Electronic books.

Dyslexia and the Need for General Education Teacher Training.
LDR:03466ntm a2200421K 4500 001 1141261
005 20240311061556.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379692254
035 $a (MiAaPQ)AAI30485858
035 $a AAI30485858
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Begay, Sheeresa S. $3 1464947
245 1 0 $a Dyslexia and the Need for General Education Teacher Training.
264 0 $c 2023
300 $a 1 online resource (148 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: B.
500 $a Advisor: Schlenker, Jared.
502 $a Thesis (Ed.D.)--The University of North Dakota, 2023.
504 $a Includes bibliographical references
520 $a General education teachers are expected to provide instruction to and promote learning in all students within a general education classroom per state and federal mandates. These mandates ensure students with disabilities like dyslexia are given access to a general education classroom, curriculum, and materials, and provided with support through an Individualized Education Program (IEP) or 504 Plan. However, general education teacher training and professional development programs have often been ineffectual in preparing general education teachers for delivering instruction to and promoting learning in individuals with dyslexia. As a result, many general education teachers are unprepared for supporting students with dyslexia in a general education classroom.In this mixed-methods, explanatory sequential design study, 10 general education teachers from a non-rural school district shared their training and professional development experiences. Data collection and analysis examined current teacher preparation programs at the time of this study and general education teachers' understanding and awareness of individuals with dyslexia in the late elementary and middle school grade levels. Participants' surveys and interviews examined the requests or the receipts of general education teacher training and professional development in dyslexia, the implementation of accommodations/modifications for dyslexic students, the use of effective instructional practices or strategies for teaching dyslexic students, and the receipt of support and guidance for teachers of students with dyslexia. Findings led the researcher to identify a central theme; access to intervention supports and materials in providing instruction to and enabling learning in individuals with dyslexia. The purpose of this study was to identify needs of general education teachers in their classrooms in relation to their roles and responsibilities of providing instruction to and enabling learning in individuals with dyslexia.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Cognitive psychology. $3 556029
650 4 $a Special education. $3 567627
650 4 $a Education. $3 555912
650 4 $a Teacher education. $3 1148451
653 $a Dyslexia
653 $a Multi-sensory approach
653 $a Phonological memory
653 $a Phonological processing
653 $a Specific learning disability
653 $a Individualized Education Program
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0515
690 $a 0529
690 $a 0633
710 2 $a The University of North Dakota. $b Teaching and Learning. $3 1190099
710 2 $a ProQuest Information and Learning Co. $3 1178819
773 0 $t Dissertations Abstracts International $g 84-12B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30485858 $z click for full text (PQDT)