Sacred Learners in Navajo Head Start: What Teachers Need to Know for Working with Children with Disabilities

Autor/in	Guy, Martha Sorrell
Titel	Sacred Learners in Navajo Head Start: What Teachers Need to Know for Working with Children with Disabilities
Quelle	(2023), (142 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Fielding Graduate University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3794-1762-8
Schlagwörter	Hochschulschrift; Dissertation; Navajo (Nation); Students with Disabilities; Faculty Development; Teaching Methods; Teacher Attitudes; Preschool Teachers; Preschool Education; Federal Programs; American Indian Students; Low Income Students; Educational Strategies; School Districts; Referral; Special Education; Classroom Techniques; Coaching (Performance); COVID-19; Pandemics; Modeling (Psychology) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrstrategie; School district; Schulbezirk; Special needs education; Sonderpädagogik; Sonderschulwesen; Klassenführung; Modeling; Modelling; Modellierung
Abstract	The purpose of this study was to understand the perceptions and experiences of Navajo Head Start (NHS) teachers who are serving children with disabilities (CWD). This study used open-ended interviews to collect data from NHS teachers on their experiences, perceptions, and educational strategies. Twelve participants were interviewed via Zoom during the COVID-19 pandemic. The 10 Head Start (HS) centers were located within the boundaries of three Local Education Agencies (LEAs) on the Navajo Nation. In this study, I gathered data to find out what NHS teachers understood about the special education referral process in their centers, the criteria they used to refer a child to Child Find, the strategies they needed to work with CWD in their classroom, and the professional training they needed to effectively serve CWD. The findings from the study were that NHS teachers were provided with some professional development opportunities regarding the special education referral process and strategies for working with CWD. Participants expressed the need to streamline the referral process, communicate directly with the Local Education Agency (LEA), and complete evaluation in a timely manner. Participants believed that they learned best when professional development was engaging and hands-on. Participating teachers believed that techniques and strategies for working with CWD should include real-life classroom situations that teachers may experience in their classrooms. Hands-on training should include coaching and modeling strategies in the classroom with CWD. The limitations of the study related to the data collected and measures used, the research setting selected, time frame, the amount of data collected, and the fact that the HS programs were providing virtual services due to COVID-19. [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