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首页> 外文学位 >Elementary General Education Teachers' Knowledge of and Experience Teaching Students with Disabilities in Science and Social Studies.
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Elementary General Education Teachers' Knowledge of and Experience Teaching Students with Disabilities in Science and Social Studies.

机译：普通通识教育老师对科学和社会研究领域的残疾学生的知识和教学经验。

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摘要

In Grades 3 to 5 at a suburban southeastern elementary school, the percentage of students with disabilities (SWDs) who do not meet state standards in science and social studies is greater than that of their nondisabled peers. To address this disparity, district administrators required that proficiency ratings increase for SWDs without providing general education (GE) teachers with training. A qualitative bounded case study was used to understand how GE teachers constructed their knowledge of and met SWDs instructional needs and to understand GE teachers' needs as they worked toward meeting the district goals. Piaget's constructivist learning theory served as the conceptual framework for this study. A purposeful sample of 6 GE teachers, 2 each from Grades 3-5 whose classrooms included SWDs, volunteered to participate in open-ended interviews. Qualitative data were analyzed using provisional coding and pattern coding. A primary finding was that the participants identified teacher collaboration and professional development necessary to accommodate SWDs in the GE setting. This finding led to a recommendation that school leaders provide ongoing professional development for GE teachers as well as ongoing opportunities for collaboration between GE and special education teachers. These endeavors may contribute to positive social change by providing GE teachers instructional strategies and accommodations for meeting the learning needs of SWDs to increase the number and percentage of SWDs who meet the state standards and district goals in science and social studies.
机译：在东南郊外一所小学的3至5年级，未达到国家科学和社会研究标准的残障学生（SWD）的百分比高于非残障学生的百分比。为了解决这种差异，学区管理人员要求在不为通识教育（GE）老师提供培训的情况下，提高社署的熟练程度。使用定性有限案例研究来了解GE教师如何构建他们的知识并满足社署的教学需求，并了解GE教师在实现学区目标的过程中的需求。伯爵的建构主义学习理论是本研究的概念框架。有目的的6名GE老师自愿参加了不限成员名额的访谈，他们分别是3-5年级的2名，其中的教室包括SWD。使用临时编码和模式编码分析定性数据。一个主要发现是，参与者确定了在GE环境下容纳社署所必需的教师合作和专业发展。这一发现导致建议学校领导者为GE教师提供持续的专业发展，以及GE与特殊教育教师之间不断合作的机会。这些努力可以通过向GE教师提供教学策略和设施，以满足社署的学习需求，从而增加达到科学和社会研究的州标准和地区目标的社署的数量和百分比，从而为积极的社会变革做出贡献。

著录项

  • 作者

    Rice, Diane.;

  • 作者单位

    Walden University.;

  • 授予单位 Walden University.;
  • 学科 Special education.;Science education.;Elementary education.
  • 学位 Ed.D.
  • 年度 2016
  • 页码 152 p.
  • 总页数 152
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 建筑科学;
  • 关键词

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