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The Life-long Potential of Students with Moderate-severe Disabilities: Perceptions of Elementary Special Education Teachers
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | The Life-long Potential of Students with Moderate-severe Disabilities: Perceptions of Elementary Special Education Teachers. |
| 개인저자 | Koontz, James Christopher Blee. |
| 단체저자명 | University of California, Los Angeles. Education - Leadership Program 0659. |
| 발행사항 | [S.l.]: University of California, Los Angeles., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 126 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-04A. Dissertation Abstract International |
| ISBN | 9781687939043 |
| 학위논문주기 | Thesis (Ed.D.)--University of California, Los Angeles, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-04, Section: A.
Advisor: Kasari, Connie L. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | This study examines how elementary special education teachers' beliefs about the life-long, transition-related learning potential of their students with moderate-severe disabilities affects instructional choices related to transition-focused skills. Knowledge about instruction of students with moderate-severe disabilities in elementary schools is limited to older studies that were conducted prior to NCLB and Common Core standards eras, and while the skills these students need for life-long success have not fundamentally changed, the newer focus on standards-based curriculum is influencing instructional choices. Identifying how teachers are addressing the functional skill needs of students in this new context provides insight for other educators. This research consists of interviews with 11 elementary teachers of students in upper elementary grades with moderate-severe disabilities across a large urban school district in California. A phenomenological approach is used to conduct and analyze teacher interviews. Teacher participants identified social skills, communication ability specifically, as the key to student future success, that students are more successful when expectations are high, and that they have limited knowledge of what the long-term possibilities are for their students. Recommendations include focusing on communication skills early, utilizing systematic social skill instruction, and strengthening inter-agency collaboration to provide elementary teachers more information about life-long possibilities for their students. |
| 일반주제명 | Special education. Education. Disability studies. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
