The Educational Context and Outcomes for High School Students with Disabilities: Special Education Programs and the Perceptions of Special Education Teachers. Research Report. [Report No.: RR-4

Autor/inn/en	Schumaker, Jean B.; Lenz, B. Keith; Bulgren, Janis A.; Davis, Betsy; Grossen, Bonnie; Marquis, Janet; Deshler, Donald D.
Institution	Kansas Univ., Lawrence. Inst. for Academic Access.
Titel	The Educational Context and Outcomes for High School Students with Disabilities: Special Education Programs and the Perceptions of Special Education Teachers. Research Report. [Report No.: RR-4
Quelle	(2002), (57 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disabilities; Educational Environment; High Schools; Homework; Inclusive Schools; Learning Strategies; Outcomes of Education; Regular and Special Education Relationship; Research Utilization; Role Perception; Special Education Teachers; Teacher Attitudes; Teacher Role; Teacher Student Relationship; Theory Practice Relationship + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; High school; Oberschule; Hausaufgabe; Inclusive school; Integrative Schule; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Lernleistung; Schulerfolg; Forschungsumsetzung; Role conception; Rollenverständnis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrerrolle; Teacher student relationships; Lehrer-Schüler-Beziehung; Theorie-Praxis-Beziehung
Abstract	The fourth in a series of studies investigating the educational context and outcomes for high school students with disabilities (SWDs), this study examined types of courses in which SWDs are being enrolled, and the role perception of special education teachers. Twenty-one special education teachers from three high schools in urban areas, three in suburban areas, and three in rural areas participated. Results indicate teachers believed their most important role was to teach learning strategies to the students and to work with their general education teachers. They believed the students' greatest needs with regard to succeeding in general education classes were learning strategy instruction and homework assistance. When asked how they spend their time, they reported that they spend some time teaching learning strategies, and their estimated time in this activity ranged from about 15% to 90% of the time they spend on academic activities. Most of the schools did not seem to have a clear plan for giving SWDs real access to rigorous general education courses and for supporting their success in those courses, and only one program was utilizing research-based instructional programs and materials. Teachers indicated that they were not satisfied with student outcomes. (Contains 23 references.) (CR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01