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首页> 外文学位 >An analysis of differentiated instruction applied to teaching academics in secondary schools as a means to facilitate the inclusion of students with mild to moderate disabilities in the general education classroom.
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An analysis of differentiated instruction applied to teaching academics in secondary schools as a means to facilitate the inclusion of students with mild to moderate disabilities in the general education classroom.

机译：对中学教学中的差异化教学进行分析，以促进轻度至中度残疾学生进入普通教育课堂。

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摘要

The purpose of this study was to determine the effectiveness of professional development training in differentiated instruction with secondary school general education teachers. The specific areas explored were the teachers' perceptions of their preparation and implementation of differentiated instruction with regard to addressing the academic diversity of the inclusive general education classroom. Forty-three secondary school general education teachers participated in professional development training in differentiated instruction, which included but was not limited to the following: graphic organizers, scaffolding, pre-testing, outlining, effective note taking, complex instruction, and orbital studies. Quantitative data were gathered through the use of the DATA Survey of Secondary School Teachers, administered in a pre- and post-test design. The data analysis indicated that professional development training in differentiated instruction affected a change in teachers' perceptions of their preparation and implementation with regard to differentiated instruction, and in the inclusive general education classroom. Qualitative analysis revealed the following themes, with regard to special education training and professional development in differentiated instruction: (a) formal special education training correlated to the year of teacher certification; (b) special education training gained via professional development or an institute of higher education; (c) collaborative partnerships with colleagues; (d) improved perceptions of preparation to address academic diversity; (e) a sense of normalcy for students with disabilities; (f) differentiation through flexibility, accommodations, variety, and grouping; and (g) opportunities for success for students with disabilities.
机译：这项研究的目的是确定中学通识教育教师在差异化教学中进行专业发展培训的有效性。探索的具体领域是教师对他们准备和实施差异化教学的看法，以解决全纳普通教育课堂的学术多样性。 43名中学通识教育教师参加了差异化教学的专业发展培训，其中包括但不限于以下内容：图形组织者，脚手架，预测试，概述，有效笔记，复杂的教学和轨道学习。通过在测试前和测试后设计中使用的中学教师数据调查收集了定量数据。数据分析表明，差异化教学中的专业发展培训影响了教师对差异化教学的准备和实施以及包容性普通教育课堂的看法的变化。定性分析揭示了与特殊教育培训和差异化教学中的专业发展有关的以下主题：（a）与教师资格认证年相关的正规特殊教育培训; （b）通过专业发展或高等教育机构获得的特殊教育培训; （c）与同事的合作伙伴关系； （d）改善应对学术多样性的准备意识; （e）对残疾学生的正常感; （f）通过灵活性，适应性，多样性和分组性来区别对待； （g）残疾学生获得成功的机会。

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  • 作者

    VanFleet, Kathy Perry.;

  • 作者单位

    The University of Alabama.;

  • 授予单位 The University of Alabama.;
  • 学科 Education Special.; Education Secondary.; Education Teacher Training.
  • 学位 Ed.D.
  • 年度 2002
  • 页码 173 p.
  • 总页数 173
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 特殊教育;中等教育;教师;
  • 关键词

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