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ERIC Number: ED549528
Record Type: Non-Journal
Publication Date: 2011
Pages: 275
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-7397-0
Influences on Teachers' Decisions about Literacy for Students with Severe Disabilities
Ruppar, Andrea Lynn
ProQuest LLC, Ph.D. Dissertation, University of Illinois at Urbana-Champaign
The purpose of this qualitative study was to examine the influences on special education teachers' decisions about literacy for their students with severe disabilities. Using multiple case study and grounded theory methodologies, four middle and high school special education teachers were purposefully selected to participate in interviews and videotaped observations. Transcripts and videos were analyzed in concert with documents such as individualized education programs and teaching materials using constant comparative analysis. Four key influences on their literacy decisions were identified: (a) beliefs about students, teaching, and learning; (b) expectations; (c) self-efficacy; and (d) the workplace context. These four components form the basis for a preliminary theory of teacher decision making about literacy for students with severe disabilities. [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:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Middle Schools; Secondary Education; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A