Initiating Differentiated Instruction in General Education Classrooms with Inclusion Learning Support Students: A Multiple Case Study

Autor/in	Berbaum, K. A.
Titel	Initiating Differentiated Instruction in General Education Classrooms with Inclusion Learning Support Students: A Multiple Case Study
Quelle	(2009), (249 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-7597-6
Schlagwörter	Hochschulschrift; Dissertation; Multiple Intelligences; General Education; Learning Disabilities; Academic Standards; Motivation; Interviews; School Support; Individualized Instruction; Inclusion; Academic Achievement; Case Studies; Observation; Evaluation Methods; Professional Development; Middle Schools; Special Education; Curriculum Development + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Intelligenz (Psy); Allgemein bildendes Schulwesen; Allgemeinbildung; Learning handicap; Lernbehinderung; psychologische; Motivation (psychologisch); Interviewing; Interviewtechnik; Schulförderverein; Individualisierender Unterricht; Inklusion; Schulleistung; Case study; Fallstudie; Case Study; Beobachtung; Middle school; Mittelschule; Mittelstufenschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung
Abstract	The purpose of this multiple case study was to describe and evaluate the experience of 5 general education teachers from a northeastern urban middle school as they integrated differentiated instruction with students who have specific learning disabilities. Educators are challenged to implement instruction that engages students with specific learning disabilities, promotes their success in meeting academic standards, and facilitates their full inclusion in learning communities. Initiating differentiated instruction that incorporates multiple intelligence theory is one strategy to facilitate academic success of students with specific learning disabilities. Four research questions examined the process of initiating differentiated instruction, educators' perceptions, successes, and challenges encountered. Two structured interviews were conducted with participants, prior to and subsequent to training in differentiated instruction. School support personnel were also interviewed. Participants were observed in their classrooms twice. Educator professional development logs, lesson plans, and student work samples were examined. Interviews were transcribed, coded, and analyzed using qualitative software. Individual and cross case themes are described. The results showed that educator interpersonal skills effected willingness to execute differentiated instruction. Process and assessment differentiation were typically utilized to diversify instruction. Educators experienced challenges due to lack of differentiated instruction training, lack of collaborative planning time, and a perceived lack of motivation in students. Differentiated instruction seemed to facilitate general educators' ability to meet the needs of students with learning disabilities in the classroom. This research has implications for reducing marginalization of students with learning disabilities and facilitating their long term success beyond the classroom. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10