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Educating American High School Students with Disabilities : = A Phenomenological Study of Teachers' Experiences Implementing Universal Design for Learning.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Educating American High School Students with Disabilities :/
Reminder of title:	A Phenomenological Study of Teachers' Experiences Implementing Universal Design for Learning.
Author:	Jara, Dawn Marie.
Description:	1 online resource (121 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.
Contained By:	Dissertation Abstracts International79-10A(E).
Subject:	Special education. -
Online resource:	click for full text (PQDT)
ISBN:	9780438051157

Educating American High School Students with Disabilities : = A Phenomenological Study of Teachers' Experiences Implementing Universal Design for Learning.
Jara, Dawn Marie.

Educating American High School Students with Disabilities :A Phenomenological Study of Teachers' Experiences Implementing Universal Design for Learning. - 1 online resource (121 pages)

Source: Dissertation Abstracts International, Volume: 79-10(E), Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

Includes bibliographical references

Federal law, Individuals with Disabilities Education Act (IDEA) provides that students with disabilities participate in a coordinated set of transition activities designed to improve their post-high school outcomes while also providing access to general education curriculum in the least restrictive environment. These tenants are written into federal legislation so that students with disabilities are afforded the same academic and social opportunities as their same aged peers. Even though special education policy provides students with disabilities greater access to public education, there are sharp contrasts between post-school outcomes when comparing typical students and students with disabilities. Post-school outcomes for students with disabilities are dismal in comparison to same aged peers. The purpose of this phenomenological research study was to examine teacher's beliefs about inclusion and their use of Universal Design for Learning (UDL) to support the inclusion of students with disabilities in their classroom environments. Using digital questionnaires, this qualitative study provided secondary general education teachers the opportunity to reflect on their experiences. Teacher's beliefs about inclusion varied based on their experiences and the nature of the student's disability, and their knowledge of UDL was limited. Meaningful inclusion of students with disabilities in general education cannot be increased until teachers believe that students with disabilities can learn in a heterogenous environment and until teachers feel prepared and supported to include this population in their classrooms. Future research needs to evaluate methodologies for increasing the meaningful inclusion of exceptional students', prior to graduation, and needs to evaluate the extent to which UDL supports teachers in their planning for students with disabilities in their classrooms.

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

Mode of access: World Wide Web

ISBN: 9780438051157Subjects--Topical Terms:

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

554714
Electronic books.

Educating American High School Students with Disabilities : = A Phenomenological Study of Teachers' Experiences Implementing Universal Design for Learning.
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520 $a Federal law, Individuals with Disabilities Education Act (IDEA) provides that students with disabilities participate in a coordinated set of transition activities designed to improve their post-high school outcomes while also providing access to general education curriculum in the least restrictive environment. These tenants are written into federal legislation so that students with disabilities are afforded the same academic and social opportunities as their same aged peers. Even though special education policy provides students with disabilities greater access to public education, there are sharp contrasts between post-school outcomes when comparing typical students and students with disabilities. Post-school outcomes for students with disabilities are dismal in comparison to same aged peers. The purpose of this phenomenological research study was to examine teacher's beliefs about inclusion and their use of Universal Design for Learning (UDL) to support the inclusion of students with disabilities in their classroom environments. Using digital questionnaires, this qualitative study provided secondary general education teachers the opportunity to reflect on their experiences. Teacher's beliefs about inclusion varied based on their experiences and the nature of the student's disability, and their knowledge of UDL was limited. Meaningful inclusion of students with disabilities in general education cannot be increased until teachers believe that students with disabilities can learn in a heterogenous environment and until teachers feel prepared and supported to include this population in their classrooms. Future research needs to evaluate methodologies for increasing the meaningful inclusion of exceptional students', prior to graduation, and needs to evaluate the extent to which UDL supports teachers in their planning for students with disabilities in their classrooms.
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