Educating American High School Students with Disabilities: A Phenomenological Study of Teachers' Experiences Implementing Universal Design for Learning

Autor/in	Jara, Dawn Marie
Titel	Educating American High School Students with Disabilities: A Phenomenological Study of Teachers' Experiences Implementing Universal Design for Learning
Quelle	(2018), (121 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-5115-7
Schlagwörter	Hochschulschrift; Dissertation; High School Students; Disabilities; Phenomenology; Teaching Experience; Access to Education; Teacher Attitudes; Inclusion; Regular and Special Education Relationship; Educational Legislation; Federal Legislation; Equal Education; Secondary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Handicap; Behinderung; Phenomenological psychology; Phänomenologie; Psychologie; Education; Access; Bildung; Zugang; Bildungszugang; Lehrerverhalten; Inklusion; Bildungsrecht; Schulgesetz; Bundesrecht
Abstract	Federal law, "Individuals with Disabilities Education Act" (IDEA) provides that students with disabilities participate in a coordinated set of transition activities designed to improve their post-high school outcomes while also providing access to general education curriculum in the least restrictive environment. These tenants are written into federal legislation so that students with disabilities are afforded the same academic and social opportunities as their same aged peers. Even though special education policy provides students with disabilities greater access to public education, there are sharp contrasts between post-school outcomes when comparing typical students and students with disabilities. Post-school outcomes for students with disabilities are dismal in comparison to same aged peers. The purpose of this phenomenological research study was to examine teacher's beliefs about inclusion and their use of Universal Design for Learning (UDL) to support the inclusion of students with disabilities in their classroom environments. Using digital questionnaires, this qualitative study provided secondary general education teachers the opportunity to reflect on their experiences. Teacher's beliefs about inclusion varied based on their experiences and the nature of the student's disability, and their knowledge of UDL was limited. Meaningful inclusion of students with disabilities in general education cannot be increased until teachers believe that students with disabilities can learn in a heterogenous environment and until teachers feel prepared and supported to include this population in their classrooms. Future research needs to evaluate methodologies for increasing the meaningful inclusion of exceptional students', prior to graduation, and needs to evaluate the extent to which UDL supports teachers in their planning for students with disabilities in their classrooms. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01