Dissertation/Thesis Abstract

A Case Study Exploring Best Practice Teaching Methods in a High Incidence Classroom
by Brady, April L., Ph.D., Northern Arizona University, 2019, 246; 27669718
Abstract (Summary)

Students with learning disabilities learn differently, have average or above-average intelligence, and deserve the right to be educated appropriately with teachers using Best Practice strategies. Children with learning disabilities are paired with teachers who are trained to teach them; yet, the research shows that these children are graduating from high school less often than their peers are. This study examines the use of Best Practice teaching methods used by trained, dual certified, elementary, special education teachers in the area of high incidence disabilities within an inclusive general education classroom.

Teachers must be able to use effective teaching methods to motivate and engage their students in learning. To do so, teachers must have a repertoire of teaching practices to draw from and implement, as they deem necessary. Thus, the intention of this study was to discover what teaching methods are being used, with what frequency, and with what type of accuracy are they being presented. This dissertation incorporated a case study research design to examine the relationship between how a teacher is taught to use Best Practice methods, and how the methods are actually used within an inclusive classroom. This study presents definitions of Best Practice, along with an overview of commonly used Best Practice teaching methods used for students with learning disabilities. Current teaching methods are discussed using three guidelines: (1) Student-centered Best Practice methods, (2) Instructional aids, and (3) Inclusive education.

Indexing (document details)
Advisor: Sealander, Karen
Commitee: Armfield, Shadow W. J., Culbertson, William, Fetsco, Thomas
School: Northern Arizona University
Department: Education Specialties
School Location: United States -- Arizona
Source: DAI-A 81/7(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Special education, Disability studies
Keywords: Best practice teaching methods, Inclusive classroom, Learning disabilities
Publication Number: 27669718
ISBN: 9781392695692
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