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ERIC Number: ED567517
Record Type: Non-Journal
Publication Date: 2012
Pages: 235
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3038-3070-9
A Qualitative Approach to Understanding Effective Teaching Techniques for Teaching Students with Severe Disabilities
Rusk, Kara
ProQuest LLC, Ed.D. Dissertation, Spalding University
For teachers who work with students with severe disabilities, it is a challenge to find ways to incorporate the core content and academic standards with the functional skills that the student will need to be independent as he or she transitions into adulthood. "Current federal requirements challenge educators, to bring about achievement of a wide range of state academic content standards in reading, math, and science for all students" (Browder & Cooper-Duffy, 2003, p. 159). Research suggests many strategies and best practices to incorporate these two components of instruction (Collins, Karl, Riggs, Galloway, & Hager, 2010; Wakerman, Browder, Meier, & McColl, 2007). Understanding what works best is a concern for many teachers; effective teaching strategies that meet the diverse needs of the students are hard to determine. The core content and academic standards must be met but the cognitive ability of the students requires more functional academics. In classrooms that educate students with severe disabilities, the cognitive level and functional ability of the students varies tremendously. Educators are unsure of what practices to use when teaching students with severe disabilities (Foreman, Arthur-Kelly & Pascoe, 2007). The purpose of this qualitative study was to gain an understanding as to what effective teaching techniques are being used with students with severe disabilities among Functional Mental Disability (FMD) teachers within a large school district in the state of Kentucky. The research design that was used for this qualitative study was a narrative research approach. Narrative research allowed the researcher the opportunity to explore the stories told by one resource teacher and connect the themes that emerged to the literature (Hatch, 2002). Understanding the process that occurs for teachers when working with students with severe disabilities in FMD classrooms was crucial in examining what effective teaching techniques are being used. [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: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Kentucky