Perceptions of Teachers' Integration of Students with Learning Disabilities into Inclusive Settings Using Assistive Technologies

Autor/in	Soeneke, Sandy
Titel	Perceptions of Teachers' Integration of Students with Learning Disabilities into Inclusive Settings Using Assistive Technologies
Quelle	(2023), (106 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3795-6335-6
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Students with Disabilities; Learning Disabilities; Inclusion; Assistive Technology; Middle School Students; Digital Literacy; Low Achievement; Middle School Teachers; Teaching Experience; Technology Uses in Education + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Learning handicap; Lernbehinderung; Inklusion; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Unterdurchschnittliche Leistung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen
Abstract	The problem addressed by this study was the possible lack of consistent learning opportunities in digital literacy and assistive technology use for underachieving middle school students with learning disabilities in inclusive classrooms. This qualitative, exploratory, narrative inquiry study aimed to explore the stories of middle school teachers regarding perceptions of underachieving students with learning disabilities and their successes and challenges using Google Suites for Education and Chromebooks as assistive technology in an inclusive classroom of a rural middle school. This study's conceptual framework was Vygotsky's two theories, social constructivism and the zone of proximal development. A sociocultural framework was used to explore the experiences and perceptions of middle school teacher participants. Eight middle school teacher participants were asked thick, rich narrative questions to explore their experiences and stories through two individual, open-ended, semi-structured narrative interview sessions. After completing the data collection, all interviews were transcribed, reviewed by the participants, and entered the NVivo Pro transcription module to generate the emergent themes. Participants' descriptions of what was learned were analyzed using Braun and Clark's six steps for thematic coding. Themes indicated that middle school teacher participants received little professional development regarding technology use in their curriculum. A recommendation would be for teachers and students to receive adequate training would increase their knowledge and likely increase the consistency of technology use and the success of students with learning disabilities in inclusive settings. Future researchers may wish to conduct similar studies with increased population size, different grade contexts, and alternate research methods and designs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01