Literaturnachweis - Detailanzeige
Autor/in | Ruppar, Andrea L. |
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Titel | A Preliminary Study of the Literacy Experiences of Adolescents with Severe Disabilities |
Quelle | In: Remedial and Special Education, 36 (2015) 4, S.235-245 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0741-9325 |
DOI | 10.1177/0741932514558095 |
Schlagwörter | Middle School Students; High School Students; Severe Disabilities; Literacy Education; Teaching Methods; Observation; Instructional Materials; Learner Engagement; Context Effect; Coding; Interviews; Secondary School Teachers; Middle School Teachers; Questionnaires; Active Learning; Self Contained Classrooms; Mental Retardation; Autism; Video Technology; Grouping (Instructional Purposes) Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Severe disability; Schwerbehinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Beobachtung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Codierung; Programmierung; Interviewing; Interviewtechnik; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Fragebogen; Aktives Lernen; Geistige Behinderung; Autismus; Grouping; Gruppenbildung |
Abstract | Seventy-five literacy activities of eight middle and high school students with severe disabilities were analyzed in terms of the literacy content, materials used, student engagement, and contexts, including location and instructional arrangement. Coded observations, review of teaching materials, and follow-up teacher interviews and questionnaires revealed that students spent a disproportionate amount of time passively engaged in reading activities (i.e., listening without the opportunity to respond) in one-to-one instructional arrangements located in self-contained classes. Active engagement in written and spoken expressive communication was underemphasized. Worksheets and picture symbols were the most often-used materials. Activities rarely occurred in the natural setting for use of the literacy skill, or with the materials that would be used under natural circumstances. Findings are discussed in relationship to research-based practices. (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 | 2020/1/01 |