Adapting Self-Regulated Strategy Development in Persuasive Writing for Adolescents Who Are Deaf or Hard of Hearing

Autor/inn/en	Vostal, Brooks R.; Ward, Megan S.
Titel	Adapting Self-Regulated Strategy Development in Persuasive Writing for Adolescents Who Are Deaf or Hard of Hearing
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 88 (2015) 5, S.161-165 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2015.1065785
Schlagwörter	Adolescents; Learning Strategies; Persuasive Discourse; Writing (Composition); Deafness; Hearing Impairments; Partial Hearing; Special Education; Writing Instruction; Evidence; High School Students; Secondary School Teachers; Teaching Methods + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Persuasion; Persuasive Kommunikation; Schreibübung; Gehörlosigkeit; Taubstummheit; Hearing impairment; Hörbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schreibunterricht; Evidenz; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Within the special education community, research and policy focus on teachers implementing evidence-based instructional practices with fidelity. However, special education teachers may have to adapt evidence-based practices if the research supporting those practices has not yet included studies that represent populations in the classrooms (i.e., students with low-incidence disabilities). That is, there may be a tension for teachers between "adopting" evidence-based instruction and "adapting" lessons to meet the needs of students. This article describes one teacher's adaptations to an evidence-based practice in writing to meet the needs of her adolescent students who are deaf. Her experience models ways teachers can use professional wisdom to adapt evidence-based practices to meet the needs of students with disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01