Exploratory Study of Teachers' Thinking and Planning in a Secure Facility to Support Students with Disabilities and English Learners

Autor/inn/en	Salinas, Sarah M.; Mathur, Sarup R.
Titel	Exploratory Study of Teachers' Thinking and Planning in a Secure Facility to Support Students with Disabilities and English Learners
Quelle	In: Journal of Correctional Education, 73 (2022) 2, S.2-20 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0159
Schlagwörter	Correctional Education; Delinquency; Institutionalized Persons; Correctional Institutions; Teacher Attitudes; Students with Disabilities; English Language Learners; Academic Accommodations (Disabilities); Student Needs; Planning; Safety; Teacher Responsibility; Special Education; Inclusion; Teacher Collaboration; Teaching Conditions; Educational Technology; Individualized Instruction + Suchen Sie Ihr Suchwort? Fürsorgeerziehung; Kriminalität; Jugendstrafvollzug; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Ablaufplanung; Planungsprozess; Sicherheit; Lehrverpflichtung; Special needs education; Sonderpädagogik; Sonderschulwesen; Inklusion; Lehrerkooperation; Lehrbedingungen; Unterrichtsbedingungen; Unterrichtsmedien; Individualisierender Unterricht
Abstract	In this pilot study, the authors asked teachers in a secure juvenile justice (JJ) facility to discuss how they plan instruction. This study aimed to build understanding about the instructional practices of teachers working with students in the JJ setting. The objective was to gain insight into how JJ educators think about instruction, planning, and accommodations for students with disabilities and English learners. The authors conducted pre- and post-interviews to understand educators' planning practices and track their instructional planning for 2 weeks on a "Teacher Planning Tracker" to see if they could identify changes in their planning after tracking. The major findings reflect two critical orientations of the JJ teacher participants. First, the overarching drive for all planning was safety first, academics second. Second, all teachers viewed planning and implementing responsive accommodations for all students with disabilities and English learners as a central part of their professional responsibility and embraced it within their scope of practice. Based on the authors' findings, implications for teachers and future researchers are included. (As Provided).
Anmerkungen	Correctional Education Association. 8182 Lark Brown Road Suite 202, Elkridge, MD 21075. Tel: 443-459-3080; Fax: 443-459-3088; e-mail: ceaoffice@aol.com; Web site: http://www.ceanational.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01