A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities

Autor/in	Heap, Heather Michele Burton
Titel	A Collective Case Study of the Perceptions and Implementation of Self Advocacy from Four Educators of Students with Disabilities
Quelle	(2013), (179 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Liberty University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3030-3857-0
Schlagwörter	Hochschulschrift; Dissertation; Qualitative Research; Case Studies; Teacher Attitudes; Disabilities; Secondary School Teachers; Secondary School Students; Observation; Interviews; Documentation; Teaching Experience; Administrators; Counselors; Special Education Teachers; General Education; Self Advocacy; Teacher Role; Skill Development; Public Schools; Coding + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Qualitative Forschung; Case study; Fallstudie; Case Study; Lehrerverhalten; Handicap; Behinderung; Sekundarschüler; Beobachtung; Interviewing; Interviewtechnik; Dokumentation; Counselor; Counsellor; Counsellors; Berater; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Allgemein bildendes Schulwesen; Allgemeinbildung; Selbstbehauptung; Lehrerrolle; Kompetenzentwicklung; Qualifikationsentwicklung; Public school; Öffentliche Schule; Codierung; Programmierung
Abstract	This qualitative study identified four educators' perceptions and their implementation of teaching advocacy to students with disabilities within a public secondary educational setting. Federal mandates, such as Public Law 94-142, requested educators including administrators, counselors, special educators, and general educators to help facilitate self advocacy skills in the public educational setting. Using observations, comprehensive interviews, and available documentation, this collective case study identified four educators' experiences (an administrator, a counselor, a special educator, and a general educator) in developing student self advocacy as it pertains to the educators' perceived role in working with students with disabilities. This study identified their perceptions of effective student self advocacy while describing their own actions and behaviors that promoted the skill. Prior research defined the framework, terminology, strategies, and usefulness from educator perceptions about the implementation of self advocacy. Still, there was insufficient research on how educators in different roles define, perceive, and facilitate self advocacy practices within a public secondary setting. This research addressed four specific participants' time preparation, implementation, and reflection as it pertained to teaching self advocacy. Data analysis included open and axial coding, natural generalizations, and data reduction to identify emerging themes, patterns, and relationships relevant to the perceptions of self advocacy from these participants. [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	2020/1/01