Involvement and Progress in the General Curriculum: A Grounded Theory of the Process

Autor/inn/en	Ruppar, Andrea L.; Knight, Victoria F.; McQueston, Jessica A.; Jeglum, Sara R.
Titel	Involvement and Progress in the General Curriculum: A Grounded Theory of the Process
Quelle	In: Remedial and Special Education, 41 (2020) 3, S.152-164 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932518806045
Schlagwörter	Inclusion; Grounded Theory; Students with Disabilities; Special Education; Special Education Teachers; Self Efficacy; Professional Autonomy; Role Perception; Knowledge Level; Intellectual Disability; Literacy Education; General Education; High School Teachers; High School Students; Teacher Attitudes + Suchen Sie Ihr Suchwort? Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Self-efficacy; Selbstwirksamkeit; Berufsfreiheit; Role conception; Rollenverständnis; Wissensbasis; Intellect; Verstand; Allgemein bildendes Schulwesen; Allgemeinbildung; High school; High schools; Oberschule; Lehrerverhalten
Abstract	This qualitative multiple case study was part of a larger investigation to examine the processes that underlie involvement and progress in the general curriculum for students with extensive support needs. We found that general and special educators' self-efficacy influenced students' involvement and progress in the general curriculum. Special educators' self-efficacy was influenced by their teacher preparation, flexibility, and content knowledge; and the district history and political context. General educators' self-efficacy was influenced by feelings of autonomy, role clarity, and knowledge about inclusive education. Our findings revealed the central importance of teachers' self-efficacy in supporting the involvement and progress in the general curriculum among students with extensive support needs. Results are discussed in relation to relevant theories of literacy access and inclusion for students with extensive support needs. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01