Special Education That Isn't so Special: A Phenomenological Study of Urban Special Educators within the General Education Classrooms

Autor/in	Payton, Nadja D.
Titel	Special Education That Isn't so Special: A Phenomenological Study of Urban Special Educators within the General Education Classrooms
Quelle	(2022), (92 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Dayton
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3635-2466-0
Schlagwörter	Hochschulschrift; Dissertation; Special Education; Urban Schools; Public Schools; Inclusion; Regular and Special Education Relationship; Students with Disabilities; Team Teaching; Teacher Attitudes; Teacher Role; Interpersonal Communication; Cooperative Planning + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special needs education; Sonderpädagogik; Sonderschulwesen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Inklusion; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teamteaching; Lehrerverhalten; Lehrerrolle; Interpersonale Kommunikation
Abstract	Special education within urban, public schools does not always look the same from state to state, district to district, or teacher to teacher. More specifically, teacher knowledge, abilities, and experiences also oftentimes differs in inclusive classrooms that service both students with disabilities as well as students without disabilities. These differences can present problems of practice between co-teachers as well as within the classroom procedures and practices. The purpose of this qualitative study is to explore the lived experiences of special education teachers in urban schools with experience in both co-teaching and independent teaching of students with disabilities. The findings revealed the following themes reported by special education teachers: teacher-assistant role playing, communication replacing co-planning, and desire to share input. [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