Beyond Training: Supporting Teachers of Deaf Students with Additional Disabilities in the Classroom: A Qualitative Case Study

Autor/inn/en	Musyoka, Millicent M.; Gentry, Mary A.
Titel	Beyond Training: Supporting Teachers of Deaf Students with Additional Disabilities in the Classroom: A Qualitative Case Study
Quelle	In: Journal of Curriculum and Teaching, 9 (2020) 2, S.33-46 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	Deafness; Students with Disabilities; Multiple Disabilities; Teacher Attitudes; Special Education Teachers; Educational Resources; Instructional Materials; Teaching Conditions; Teacher Responsibility; Teacher Collaboration; Teacher Administrator Relationship; Mentors; Faculty Development; Needs; Louisiana; Texas; Mississippi; Indiana + Suchen Sie Ihr Suchwort? Gehörlosigkeit; Taubstummheit; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Multiple disability; Mehrfachbehinderung; Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Bildungsmittel; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lehrbedingungen; Unterrichtsbedingungen; Lehrverpflichtung; Lehrerkooperation; Grundbedürfnis
Abstract	This study investigated teachers' perceptions of the nature of support, or lack thereof, while teaching deaf students with additional disabilities (DSAD). A total of forty teachers, from five schools in four states in the United States, participated in the study. A content analysis of written responses to four open-ended questions, using a questionnaire survey was conducted. As a result, six themes emerged from the study, including (i) resources, (ii) managerial support, (iii) personnel staff services, (iv) team support, (v) mentoring, and (vi) professional development. Implications of the findings related to school administrators and preparation programs for educational leadership were discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01