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Academic Content and Students with Significant Cognitive Disabilities: How Teacher Interpretation and Choice Impact Access to the General Education Curriculum.

机译：学术内容和具有严重认知障碍的学生：教师的解释和选择如何影响通识教育课程的获得。

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摘要

Federal special education policy stipulates that students with disabilities receive access to the general education curriculum but does not prescribe what meaningful access entails. There is little research on how educators interpret their responsibility to create academic access. Street level bureaucracy theory was utilized to explore the implementation of the curricular access provision. In-depth telephone interviews were conducted with K-12 special educators (n=33), special education administrators (n=12) and state university faculty (n=5). Three papers were developed to address three study aims: (1) to discover how teachers interpreted their role and responsibility to create academic access, (2) to understand the extent to which discretion and professionalism influence teachers' decisions about academic content for students with significant cognitive disabilities, and (3) to explore the influence of special education administrators on teachers' perceptions of access and curricular decisions. The first paper examines a theory of access as a professional decision-making process involving a balancing of student characteristics against the school's available academic opportunities. Teachers described their work as rewarding, but also as an ongoing struggle to weigh the benefits and costs of individualized versus inclusive approaches to academic access. The second paper describes how teachers reported a high level of discretion over curricular decisions, appreciated the enormity of their decision-making responsibilities, and used discretion in a context of relative isolation. The third paper reports that administrators found it difficult to define academic access for these students and assumed that it "trickles down" in an unspecified way from general education standards to students with significant cognitive disabilities. Teacher participants, however, envisioned academic access as a parallel activity, occurring separately but alongside general education. This study generated new knowledge about the role of professional norms in shaping implementation of academic access for students with significant cognitive disabilities. Reforms aimed at increasing curricular access must consider the influence of teachers' professionalism, as well as teachers' commitment to protect and care for students by providing separate specialized instruction.
机译：联邦特殊教育政策规定，残疾学生可以获得通识教育课程的访问权限，但没有规定有意义的访问权限。关于教育工作者如何解释其创造学术机会的责任的研究很少。街道官僚理论被用来探索课程访问规定的实施。与K-12名特殊教育工作者（n = 33），特殊教育管理人员（n = 12）和州立大学教职人员（n = 5）进行了深入的电话采访。针对三项研究目标开发了三篇论文：（1）发现教师如何解释其角色和责任以创造学术机会；（2）了解自由裁量权和专业性在多大程度上影响教师对具有重大意义的学生的学术内容做出的决定认知障碍，以及（3）探索特殊教育管理者对教师对获取信息和课程决策的看法的影响。第一篇论文探讨了作为专业决策过程的访问理论，该过程涉及学生特征与学校可用学术机会之间的平衡。老师们说他们的工作是有意义的，但也是衡量个人学习方式与包容性学习方式的收益与成本之间的一种持续努力。第二篇论文描述了教师如何报告对课程决策的高度自由裁量权，如何评价其决策责任的巨大性，以及如何在相对孤立的情况下运用自由裁量权。第三篇论文报告说，管理者发现很难为这些学生定义学术访问途径，并认为它以一种未指定的方式“滴答”下来，从通识教育标准到具有严重认知障碍的学生。但是，教师参与者将学术访问作为一项并行活动进行了设想，它是与普通教育同时发生的，是单独发生的。这项研究产生了关于专业规范在塑造具有重大认知障碍的学生的学术访问的实施中的作用的新知识。旨在增加课程访问量的改革必须考虑教师专业精神的影响，以及教师通过提供单独的专业指导来保护和关爱学生的承诺。

著录项

  • 作者

    Timberlake, Maria T.;

  • 作者单位

    Brandeis University, The Heller School for Social Policy and Management.;

  • 授予单位 Brandeis University, The Heller School for Social Policy and Management.;
  • 学科 Education Policy.;Education Special.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 125 p.
  • 总页数 125
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 生物医学工程;
  • 关键词

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