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ERIC Number: EJ1055307
Record Type: Journal
Publication Date: 2014-Oct
Abstractor: As Provided
Reference Count: 10
Current Literacy Skills, Practices, and Dispositions of Teachers: A Case Study
Al Nassir, Mona N.
Research in Higher Education Journal, v26 Oct 2014
This study seeks to address the current literacy skills, practices, and dispositions of teachers who educate students with significant disabilities. It sought to address two questions including how do teachers who educate students with significant disabilities design and implement literacy instruction, and how do teachers who educate students with significant disabilities assess instruction to track students' progress and make instructional decisions. Participants in the study included one special education teacher, five students, two paraeducators, and one speech-therapy. The study included personal observation in one special education classroom and an interview for the teacher. Result of the study indicated that designing and implementing literacy instruction for students with significant disabilities engage individualizing instructions according to students' unique abilities, practicing literacy throughout the day, and arranging literacy instruction to the state common core.
Descriptors: Case Studies, Literacy, Educational Practices, Teacher Attitudes, Special Education Teachers, Accessibility (for Disabled), Instructional Design, Curriculum Implementation, Speech Language Pathology, Paraprofessional School Personnel, Interviews, Teacher Surveys, Individualized Instruction, Severe Disabilities, Kindergarten, Grade 1, Grade 4, Teaching Skills, Qualitative Research
Publisher Info: Academic and Business Research Institute. 147 Medjool Trail, Ponte Vedra, FL 32081. Tel: 904-435-4330; e-mail: email@example.com; Web site: http://www.aabri.com
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Kindergarten; Primary Education; Early Childhood Education; Grade 1; Elementary Education; Grade 4; Intermediate Grades
Authoring Institution: N/A