ERIC Number: EJ1049300
Record Type: Journal
Publication Date: 2015-Jan
Abstractor: As Provided
Reference Count: 57
Influences on Teachers' Decisions about Literacy for Secondary Students with Severe Disabilities
Ruppar, Andrea L.; Gaffney, Janet S.; Dymond, Stacy K.
Exceptional Children, v81 n2 p209-226 Jan 2015
The purpose of this qualitative study was to examine the influences on special education teachers' decisions about literacy for their students with severe disabilities. With the use of 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 were identified that guided literacy decisions: (a) contexts; (b) beliefs about students, teaching, and learning; (c) expectations; and (d) self-efficacy. These four components form the basis for a preliminary theoretical framework of teacher decision making about literacy for students with severe disabilities.
Descriptors: Qualitative Research, Secondary School Students, Literacy Education, Severe Disabilities, Middle School Teachers, High Schools, Secondary School Teachers, Special Education Teachers, Interviews, Observation, Documentation, Comparative Analysis, Reading Instruction, Teacher Attitudes, Context Effect, Teacher Expectations of Students, Self Efficacy, Decision Making, Grounded Theory, Questionnaires, Photography, Video Technology, Individualized Education Programs
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Middle Schools; Junior High Schools; High Schools
Sponsor: Department of Education (ED)
Authoring Institution: N/A
IES Grant or Contract Numbers: H325D050066