Online Dyslexia Professional Development for Diverse Practitioners: A Multiple-Case Study

Autor/inn/en	Cheyney-Collante, Kristi; Gonsalves, Vivian; Giuliani, Sarah
Titel	Online Dyslexia Professional Development for Diverse Practitioners: A Multiple-Case Study
Quelle	In: Teacher Education and Special Education, 45 (2022) 3, S.246-264 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cheyney-Collante, Kristi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/08884064211050344
Schlagwörter	Online Courses; Dyslexia; Symptoms (Individual Disorders); Identification; Learning Experience; Intervention; Case Studies; Graduate Students; Professional Development; Student Attitudes; Program Descriptions; Special Education Teachers; Allied Health Personnel; Speech Language Pathology; Kindergarten; Faculty Development; High School Teachers; Reading Difficulties + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Dyslexics; Legasthenie; Lese-Rechtschreib-Schwäche; Psychiatrische Symptomatik; Identifikation; Identifizierung; Lernerfahrung; Case study; Fallstudie; Case Study; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schülerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; High school; High schools; Oberschule; Reading difficulty; Leseschwierigkeit
Abstract	The International Dyslexia Association estimates that on average, as many as 15% to 20% of the population may display symptoms of dyslexia, which include inaccurate or laborious reading, and weak spelling and writing. Unfortunately, many individuals with dyslexia have found themselves surrounded by school and community members who do not understand this pervasive and well-documented language-learning disability. Data on experiences of diverse practitioners attempting to gain expertise in dyslexia are one critical path for identifying potential mechanisms for mitigating these challenges. In this article, the authors report on a multiple-case study designed to better understand the experiences and contexts of graduate students enrolled in an online dyslexia assessment and intervention professional development program. Analysis revealed common contextual barriers to practice across unique settings and also common supports acquired as participants built their internal capacity through their online learning experiences. (As Provided).
Anmerkungen	SAGE Publications. 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	2024/1/01