Dissertation/Thesis Abstract

Special Education Teachers’ Instructional Practices for High School Students with Developmental Disabilities
by Mohacsi, Suzann Farmer, Ph.D., Walden University, 2020, 135; 27998028
Abstract (Summary)

Students with developmental disabilities (DD) require intensive instruction from special education teachers to obtain functional skills. At the high school level, special education teachers’ instructional practices for this significant population have rarely been studied by researchers. Using Vygotsky’s social development theory as the conceptual framework, the purpose of this qualitative descriptive study was to explore how special education teachers implement instructional practices for high school students with DD. Participants were 10 public high school special education teachers who had skills and experience implementing instructional practices for students with DD. Data were gathered through open-ended, face-to-face interviews. Analysis of the data revealed instructional practices that could be grouped together in multiple themes. Participants specified numerous instructional practices for the classroom and the community; yet, all 10 special education teachers separately emphasized professional development is vital to gain effective instructional practices. The results from this study promote positive social change by informing high school special education teachers about additional, effective instructional practices for students with DD; consequently, students with DD will increase their learning skills with everyday experiences and the community will obtain positive community contributors.

Indexing (document details)
Advisor: Gaddy, Stephanie, Jameson, Crissie
Commitee: Hedegard, Danielle
School: Walden University
Department: Education
School Location: United States -- Minnesota
Source: DAI-A 81/12(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Special education, Secondary education, Disability studies
Keywords: Classroom, Community, Developmental Disabilities, High school, Instructional practices, Special education Teachers
Publication Number: 27998028
ISBN: 9798641749235
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