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.
|Commitee:||Armfield, Shadow W. J., Culbertson, William, Fetsco, Thomas|
|School:||Northern Arizona University|
|School Location:||United States -- Arizona|
|Source:||DAI-A 81/7(E), Dissertation Abstracts International|
|Subjects:||Special education, Disability studies|
|Keywords:||Best practice teaching methods, Inclusive classroom, Learning disabilities|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be