There is a growing concern with Exceptional Student Education (ESE) services delivered in the inclusion classroom. The problem is there needs to be more effective interventions in place to meet students with learning disabilities academic needs. The purpose of this qualitative descriptive single case study was to obtain rich descriptions from teachers who teach LD students about podcasting use as a pedagogical supplement to learning in the inclusion classroom. This study examined the perceptions of inclusion general education and special education teachers on the possibility of podcasting use on as a pedagogical intervention for middle school students with learning disabilities in an inclusion classroom. Participants consisted of four general education and special education inclusion teachers from two middle schools in a Central Florida school district who had experience with podcasting use with LD students. Purposive sampling was used to obtain participants. Data were collected using semi-structured interview questions. Interviews were transcribed and coded to discover themes using HyperRESEARCH software. Four themes emerged from the data. The themes were (a) individualized instruction, (b) better engagement and access, (c) teacher support, and (d) challenges faced. Key findings illuminated podcasting use as a pedagogical value to inclusion teachers' instruction with LD students depending largely on teachers’ use of podcasting in the inclusion classroom and support gained from administrators.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 78/02(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, Pedagogy, Special education, Educational technology|
|Keywords:||Descriptive case study, Dropout, Inclusion, Learning disabilities, Mobile technology, Podcasting|
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