| LDR | | 00000nam u2200205 4500 |
| 001 | | 000000434468 |
| 005 | | 20200226151446 |
| 008 | | 200131s2019 ||||||||||||||||| ||eng d |
| 020 | |
▼a 9781687939043 |
| 035 | |
▼a (MiAaPQ)AAI22623005 |
| 040 | |
▼a MiAaPQ
▼c MiAaPQ
▼d 247004 |
| 082 | 0 |
▼a 362 |
| 100 | 1 |
▼a Koontz, James Christopher Blee. |
| 245 | 14 |
▼a The Life-long Potential of Students with Moderate-severe Disabilities: Perceptions of Elementary Special Education Teachers. |
| 260 | |
▼a [S.l.]:
▼b University of California, Los Angeles.,
▼c 2019. |
| 260 | 1 |
▼a Ann Arbor:
▼b ProQuest Dissertations & Theses,
▼c 2019. |
| 300 | |
▼a 126 p. |
| 500 | |
▼a Source: Dissertations Abstracts International, Volume: 81-04, Section: A. |
| 500 | |
▼a Advisor: Kasari, Connie L. |
| 502 | 1 |
▼a Thesis (Ed.D.)--University of California, Los Angeles, 2019. |
| 506 | |
▼a This item must not be sold to any third party vendors. |
| 520 | |
▼a 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. |
| 590 | |
▼a School code: 0031. |
| 650 | 4 |
▼a Special education. |
| 650 | 4 |
▼a Education. |
| 650 | 4 |
▼a Disability studies. |
| 690 | |
▼a 0529 |
| 690 | |
▼a 0515 |
| 690 | |
▼a 0201 |
| 710 | 20 |
▼a University of California, Los Angeles.
▼b Education - Leadership Program 0659. |
| 773 | 0 |
▼t Dissertations Abstracts International
▼g 81-04A. |
| 773 | |
▼t Dissertation Abstract International |
| 790 | |
▼a 0031 |
| 791 | |
▼a Ed.D. |
| 792 | |
▼a 2019 |
| 793 | |
▼a English |
| 856 | 40 |
▼u http://www.riss.kr/pdu/ddodLink.do?id=T15493958
▼n KERIS
▼z 이 자료의 원문은 한국교육학술정보원에서 제공합니다. |
| 980 | |
▼a 202002
▼f 2020 |
| 990 | |
▼a ***1008102 |
| 991 | |
▼a E-BOOK |