國立虎尾科技大學 |

Educators' perceptions of teaching grade-level content to students with intellectual disabilities.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Educators' perceptions of teaching grade-level content to students with intellectual disabilities./
作者:	Carlson, Christina V.
面頁冊數:	1 online resource (149 pages)
附註:	Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
標題:	Special education. -
電子資源:	click for full text (PQDT)
ISBN:	9781339483221

Educators' perceptions of teaching grade-level content to students with intellectual disabilities.
Carlson, Christina V.

Educators' perceptions of teaching grade-level content to students with intellectual disabilities. - 1 online resource (149 pages)

Source: Dissertation Abstracts International, Volume: 77-07(E), Section: A.

Thesis (Ph.D.)--Capella University, 2016.

Includes bibliographical references

The purpose of this study was to address a gap in the research literature by describing the perceptions of Special Education teachers of students with intellectual disabilities (ID), regarding the paradigm shift required in their teaching practices as they strove to implement current educational reform legislation. Knowledge of the lived experiences and perceptions of those who were at "the point of the spear" in education reform was needed to: 1) support teachers in meeting federal and state mandates for school accountability; 2) identify possible barriers to implementing current legislation; and, 3) consider possible changes needed in policies and/or practices. Additionally, administering alternate assessments (AA) to students with ID to determine individual students' academic progress and performance in meeting state standards was examined through teachers' perceptions of their experiences with this process. Phenomenography served as the theoretical framework for the analysis of the data of this qualitative study. Ten teachers were recruited to participate in this study using a purposeful maximum variation sampling strategy. Each participant was interviewed using semi-structured interview questions that encouraged participants to reflect on their perceptions, feelings and experiences regarding implementing current educational reform legislation. The participants' interviews were audio tape-recorded, transcribed verbatim, and edited to remove any irrelevant or identifying information. The voices of the teacher participants captured in the transcribed interviews were analyzed following Ference Martin's (1984) phenomenographic methods to develop an "outcome space," of five qualitatively different but related ways, or Categories of Description (CoD), of teaching and testing students with ID. The outcome space netted a variety of both positive and negative lived experiences reported by the teacher participants. Positive outcomes included voices revealing job satisfaction, professional pride, care for students, enthusiasm for teaching, optimism and joy regarding student progress, high interest and confidence in collaborating with therapeutic service providers and parents, and commitment to meeting whatever challenges their students with ID presented. Negative outcomes included voices indicating fear of failure, frustration, anger, defiance, resentment, lack of buy-in to educational reform mandates, and, simply giving up. Implications for school districts, policy makers, principles, higher education for Special Education, and future research were discussed.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9781339483221Subjects--Topical Terms:

567627
Special education.
Index Terms--Genre/Form:

554714
Electronic books.

Educators' perceptions of teaching grade-level content to students with intellectual disabilities.
LDR:03842ntm a2200361K 4500 001 913400
005 20180618095010.5
006 m o u
007 cr mn||||a|a||
008 190606s2016 xx obm 000 0 eng d
020 $a 9781339483221
035 $a (MiAaPQ)AAI10014049
035 $a (MiAaPQ)capella:18116
035 $a AAI10014049
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Carlson, Christina V. $3 1186232
245 1 0 $a Educators' perceptions of teaching grade-level content to students with intellectual disabilities.
264 0 $c 2016
300 $a 1 online resource (149 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: Dissertation Abstracts International, Volume: 77-07(E), Section: A.
500 $a Adviser: Karla E. Gable.
502 $a Thesis (Ph.D.)--Capella University, 2016.
504 $a Includes bibliographical references
520 $a The purpose of this study was to address a gap in the research literature by describing the perceptions of Special Education teachers of students with intellectual disabilities (ID), regarding the paradigm shift required in their teaching practices as they strove to implement current educational reform legislation. Knowledge of the lived experiences and perceptions of those who were at "the point of the spear" in education reform was needed to: 1) support teachers in meeting federal and state mandates for school accountability; 2) identify possible barriers to implementing current legislation; and, 3) consider possible changes needed in policies and/or practices. Additionally, administering alternate assessments (AA) to students with ID to determine individual students' academic progress and performance in meeting state standards was examined through teachers' perceptions of their experiences with this process. Phenomenography served as the theoretical framework for the analysis of the data of this qualitative study. Ten teachers were recruited to participate in this study using a purposeful maximum variation sampling strategy. Each participant was interviewed using semi-structured interview questions that encouraged participants to reflect on their perceptions, feelings and experiences regarding implementing current educational reform legislation. The participants' interviews were audio tape-recorded, transcribed verbatim, and edited to remove any irrelevant or identifying information. The voices of the teacher participants captured in the transcribed interviews were analyzed following Ference Martin's (1984) phenomenographic methods to develop an "outcome space," of five qualitatively different but related ways, or Categories of Description (CoD), of teaching and testing students with ID. The outcome space netted a variety of both positive and negative lived experiences reported by the teacher participants. Positive outcomes included voices revealing job satisfaction, professional pride, care for students, enthusiasm for teaching, optimism and joy regarding student progress, high interest and confidence in collaborating with therapeutic service providers and parents, and commitment to meeting whatever challenges their students with ID presented. Negative outcomes included voices indicating fear of failure, frustration, anger, defiance, resentment, lack of buy-in to educational reform mandates, and, simply giving up. Implications for school districts, policy makers, principles, higher education for Special Education, and future research were discussed.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Special education. $3 567627
650 4 $a Developmental psychology. $3 557458
650 4 $a Experimental psychology. $3 1180476
650 4 $a Curriculum development. $3 1148494
650 4 $a Public policy. $3 1002398
655 7 $a Electronic books. $2 local $3 554714
690 $a 0529
690 $a 0620
690 $a 0623
690 $a 0727
690 $a 0630
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Capella University. $b School of Education. $3 1179598
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10014049 $z click for full text (PQDT)