Type of Document Dissertation Author Myers-Daub, Roni URN etd-12052003-131019 Title Exploring the Teaching Practices of Educators Working in Inclusive Instructional Settings with Students with Learning Disabilities Degree Doctor of Education Department Educational Leadership and Policy Studies Advisory Committee
Advisor Name Title Crockett, Jean B. Committee Co-Chair Twiford, Travis W. Committee Co-Chair Butler, Leigh L. Committee Member Driscoll, Lisa G. Committee Member Janosik, Steven M. Committee Member Keywords
- teaching practices
- special education
Date of Defense 2003-11-20 Availability unrestricted AbstractReauthorization of the Individuals with Disabilities Education Act (IDEA) in 1997 set higher standards for the education of students with disabilities. In addition, to the original purposes of the law that ensured a free and appropriate public education (FAPE) for students with disabilities in the least restrictive environment (LRE), amendments mandated that students with disabilities be included in state accountability and assessment systems, moving educators from an age of accessibility to an age of accountability. This legislation also ensured that students with disabilities have access to the general curriculum to the maximum extent appropriate, which has influenced educators toward including more students with disabilities in the general education environment.
With the increasing numbers of students with learning disabilities (LD) educated in the general education environment, educators face the challenge of providing these students opportunities to access the general curriculum, while ensuring that they receive FAPE. Therefore, the purpose of this study was to explore the teaching practices of special and general educators in the planning, instruction, classroom management, progress monitoring, clinical assistance, and caring of students with LD in inclusive instructional settings to examine how they are aligning their practices to ensure FAPE for these students.
Data were collected through a qualitative design, using focus group methodology. A total of 3 special educator and 3 general educator focus groups were conducted for data collection. Major findings that emerged included (a) the absence of common planning time, (b) the use of whole group instruction rather specialized instruction, (c) the unshared responsibility of classroom management, (d) the limited time dedicated to monitoring the learning and academic progress of students with LD, (e) the controversy surrounding adjusting instruction for students with LD, and (f) the importance of teachers showing students with LD that they care about them and their success. Data revealed that the practices of special and general educators align only in the areas of classroom management, particularly in providing classroom routines, and caring. In all other areas, not only do their practices not align, emphasis placed on each area varies within and between special and general educator focus groups.
Filename Size Approximate Download Time (Hours:Minutes:Seconds)
28.8 Modem 56K Modem ISDN (64 Kb) ISDN (128 Kb) Higher-speed Access chap123.pdf 252.48 Kb 00:01:10 00:00:36 00:00:31 00:00:15 00:00:01 chap4.PDF 135.17 Kb 00:00:37 00:00:19 00:00:16 00:00:08 < 00:00:01 chap5.PDF 63.47 Kb 00:00:17 00:00:09 00:00:07 00:00:03 < 00:00:01 cv.PDF 10.07 Kb 00:00:02 00:00:01 00:00:01 < 00:00:01 < 00:00:01 References&appendices.PDF 248.40 Kb 00:01:09 00:00:35 00:00:31 00:00:15 00:00:01
If you have questions or technical problems, please Contact DLA.