Analysis of Innovative Teaching Strategies for Students with Learning Disabilities

Autor/in	Hairapetian, Anet
Titel	Analysis of Innovative Teaching Strategies for Students with Learning Disabilities
Quelle	(2015), (126 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Equal Education; Federal Legislation; Disabilities; Educational Legislation; Students with Disabilities; Inclusion; Success; Teacher Attitudes; Teacher Education; Administrator Role; High Schools; Suburban Schools; State Standards; Learner Engagement; Teaching Methods; Social Development; Special Education Teachers; Barriers; Achievement; Learning Disabilities; Academic Accommodations (Disabilities); Individualized Education Programs; Faculty Development; Leadership Responsibility; Cooperative Planning; Teacher Collaboration; California (Los Angeles) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bundesrecht; Handicap; Behinderung; Bildungsrecht; Schulgesetz; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Inklusion; Erfolg; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; High school; Oberschule; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Teaching method; Lehrmethode; Unterrichtsmethode; Soziale Entwicklung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Performance; Leistung; Learning handicap; Lernbehinderung; Individualized education program; Individualisierendes Lernen; Lehrerkooperation
Abstract	The reauthorization of Individuals with Disability Education Act (IDEA) in 2004 mandated that students with disabilities be educated in the least restrictive environment (LRE), which is also known as inclusion of the student. The purpose of this qualitative study was to investigate innovative strategies implemented in an inclusive classroom to improve the academic success of students with learning disabilities. In addition to strategies, teacher perception towards inclusion, teacher training, and administrative support were examined. This study was conducted at one comprehensive high school campus in public, suburban school system in Los Angeles County. The data was collected from eight interviews and three observations. This study generated total of six findings in response to research questions one and two. First, inclusion teachers aligned every lesson to state standards, incorporated multiple ways for higher student engagement and regularly checked for understanding. Second, group/partner teaching revealed many positive academic and social benefits for students with learning disabilities. Third, inclusion and special education teachers faced many challenges; however, they had a positive attitude toward the inclusion program. Fourth, the higher academic success of students with learning disabilities is influenced by identifying proper accommodations and modifications of the IEP. Fifth, the school must train the inclusion teachers on integrating the strategies into their lesson plans. Sixth, the leadership team must align resources to provide teachers collaboration time to implement strategies into lessons. Implications for practice revealed the importance of integrating Universal Design of Learning (UDL) and monthly organization workshops by counselors. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01