Teacher Perceptions of Students' Understanding of Their Own Disability

Autor/inn/en	Abernathy, Tammy V.; Taylor, Shanon S.
Titel	Teacher Perceptions of Students' Understanding of Their Own Disability
Quelle	In: Teacher Education and Special Education, 32 (2009) 2, S.121-136 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4064
DOI	10.1177/0888406409334084
Schlagwörter	Preservice Teacher Education; Teacher Education Programs; Student Attitudes; Learning Disabilities; Communication Skills; Identification; Student Evaluation; Surveys; Self Advocacy; Elementary Education; Postsecondary Education; Outcomes of Education + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Learning handicap; Lernbehinderung; Kommunikationsstil; Identifikation; Identifizierung; Schulnote; Studentische Bewertung; Survey; Umfrage; Befragung; Selbstbehauptung; Elementarunterricht; Post-secondary education; Tertiäre Bildung; Lernleistung; Schulerfolg
Abstract	Teacher education programs typically provide pre-service teachers preparation in assessment and identification procedures used to identify students with learning disabilities. What may be missing from teacher preparation is the development of communication skills to thoughtfully and professionally teach children about their disabilities. This mix-method survey examines teachers' perceptions regarding students' knowledge and understanding of their learning disability; what teachers tell students about their identified learning disability; what specific activities, lessons, discussions teachers use to help students understand their disability; and how the disability affects the students' academic, social, and emotional lives. Results of the study reveal that teachers often speak in jargon and euphemism to children with disabilities. They use deflecting behaviors to pass the responsibility onto parents and the students themselves. Although teachers are aware of self-determination activities, they fail to implement them appropriately. Finally, the mix-method nature of the survey allow for more accurate descriptive results. (Contains 4 tables.) (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	2017/4/10