Community College Writing Teacher Experiences, Knowledge, Beliefs, and Training Needed for Proper Accommodation of Students with Learning Disabilities

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Autor/in	Sugisaki, Larry Tsutomu
Titel	Community College Writing Teacher Experiences, Knowledge, Beliefs, and Training Needed for Proper Accommodation of Students with Learning Disabilities
Quelle	(2023), (366 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3744-1238-3
Schlagwörter	Hochschulschrift; Dissertation; Community College Students; Students with Disabilities; Learning Disabilities; College Faculty; Teacher Role; Teacher Competencies; Knowledge Level; Teaching Experience; Teacher Attitudes; English Instruction; Writing Instruction; Teacher Education; Student Needs; School Role; Academic Accommodations (Disabilities); Pennsylvania + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Community college; Community colleges; College students; Community College; Collegestudent; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Fakultät; Lehrerrolle; Lehrkunst; Wissensbasis; Lehrerverhalten; English langauage lessons; Englischunterricht; Schreibunterricht; Lehrerausbildung; Lehrerbildung
Abstract	Since the 1980s, postsecondary institutions have seen a steady increase in student population, particularly from students with learning disabilities (LDs) (NCES, 2019; Clark, 2017). Previous research had shown that more specifically, students from this population opted for 2-year institutions (community colleges) as opposed to 4-year institutions (universities) (National Center for Learning Disabilities, 2014). This implies that for many community college teachers, they have or will work with a student with LDs in their classroom. For students with LDs, teachers are looked at as one of the resources that play an influential role in their postsecondary success or failure (Hedrick, 2014). Furthermore, the factors related to college teachers that have shown to impact the degree of collegiate success for students with LDs were (1) disability knowledge (Bakri, 2019; Lombardi et al., 2013), disability experience (Webber, 2016; Zhang et al., 2010), and personal beliefs regarding the topic of disability (Byrd, 2018; McCarron, 2017). Having a keen understanding of a teacher's background regarding disability in relation to these three factors would hopefully allow one to also determine the type of disability training a teacher would need and want. The reasoning behind not just focusing my study on community colleges, but English/writing courses is due to the fact that a college student's performance in a composition course has shown to correspond with their persistence within the course and more importantly, an attrition risk evaluation (Volpe, 2011). Due to the fact that community colleges have higher attrition rates than 4-year institutions and this attrition rate being even higher for students with LDs, composition courses are seen as barriers or gateways to the success of many students in college. However, the previous literature regarding the knowledge, beliefs, experiences, and type of training wanted by community college English/writing teachers is scarce, with the few studies similar to mine focusing on a different population (4-year institution, general faculty, or non-composition/writing population). Thus, this study aimed to determine (1) the level of knowledge, (2) the experiences, (3) the beliefs, and (4) the type of training that community college English/writing teachers wanted to better accommodate students with LDs. The researcher adopted a mixed-methods study design. He collected his data by sending out an 18-question online Qualtrics survey to current community college English/writing teachers within the United States. He distributed his survey via: Pennsylvania community college listservs, individual community college English/writing teacher E-mails, listservs of organizations, Facebook Groups, and online forums. The researcher analyzed the qualitative data using content analysis and ran Pearson Correlation Coefficient tests on the quantitative data to determine any statistically significant, linear relationships between two variables. The results of the study indicated that among community college English/writing teachers, there was (1) variation among preferred disability training formats and topics that were to be covered, (2) a more thorough definition of the term "learning disability" is needed, (3) a lack of support systems at their institution when it came to information on LD and LD accommodation, and (4) a disconnect between teachers' support of students with LDs and level of willingness to make structural changes to their course. Drawing on these findings, the dissertation offered a few suggestions to disability educators and first-year writing educators at 2-year, postsecondary institutions. [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	2024/1/01