Per the Individuals with Disabilities Education Improvement Act (IDEA), students with moderate to severe intellectual disabilities are eligible to receive transition services beyond twelfth grade, if they have not met the requirements for a high school diploma. There is not a formal model for how transition services should be implemented and there a number of factors in play when considering instruction for students in transition classrooms. Thus, the following questions arise: what does teaching and learning look like in such a classroom? How do teachers of CBT programs explain and understand their curriculum decision-making processes?
This study employed the methods of basic interpretative qualitative inquiry to explore the ways in which teachers of community-based transition programs develop and engage students with instruction . The research questions were as follows: In what ways do teachers in community-based programs perceive and understand their curriculum decision-making processes? What factors play a role in curriculum decision-making for this population of students? In what ways do teachers of community-based transition programs design and implement instruction?
Findings from the data analysis consisted of three themes: determine what students need to learn how to do, let students make instructional decisions, and meet instructional needs using available materials and opportunities.
|Commitee:||Low, Justin, First, Cynthia|
|School:||University of the Pacific|
|Department:||Curriculum and Instruction|
|School Location:||United States -- California|
|Source:||DAI-A 81/12(E), Dissertation Abstracts International|
|Subjects:||Special education, Curriculum development|
|Keywords:||Community based transition programs, Decision making, Instructional decision making, Intellectual disabilities, Special education, Transitions|
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