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Evaluation of a Collaborative Planning Framework for General Educators Teaching Students with Severe Disabilities
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| 자료유형 | 학위논문 |
|---|---|
| 서명/저자사항 | Evaluation of a Collaborative Planning Framework for General Educators Teaching Students with Severe Disabilities. |
| 개인저자 | Kuntz, Emily M. |
| 단체저자명 | Vanderbilt University. Special Education. |
| 발행사항 | [S.l.]: Vanderbilt University., 2019. |
| 발행사항 | Ann Arbor: ProQuest Dissertations & Theses, 2019. |
| 형태사항 | 93 p. |
| 기본자료 저록 | Dissertations Abstracts International 81-05A. Dissertation Abstract International |
| ISBN | 9781088341872 |
| 학위논문주기 | Thesis (Ph.D.)--Vanderbilt University, 2019. |
| 일반주기 |
Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Advisor: Carter, Erik W. |
| 이용제한사항 | This item must not be sold to any third party vendors. |
| 요약 | Many students with severe disabilities are included in the general education classroom for some part of their instructional day. General educators rarely receive strong training to support these students and need guidance on how best to plan for their participation. I used a multiple probe across participants design to evaluate the effectiveness of collaborative planning with ongoing consultation to increase interactions and instructional behaviors between general educators and middle school students with severe disabilities. The collaborative planning intervention increased general educators' instructional behaviors and students' academic engagement with class content. General educators were successful in taking a more active role in planning and delivering instruction to the students with severe disabilities. Implications are offered for improving procedural fidelity within individualized interventions, ensuring sustainability in the absence of researcher involvement, and preparing educators as collaborators. |
| 일반주제명 | Special education. Middle school education. |
| 언어 | 영어 |
| 바로가기 | 
: 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
