Development and Use of Curricular Adaptations for Students Receiving Special Education Services

Autor/inn/en	Kurth, Jennifer A.; Keegan, Lissa
Titel	Development and Use of Curricular Adaptations for Students Receiving Special Education Services
Quelle	In: Journal of Special Education, 48 (2014) 3, S.191-203 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4669
DOI	10.1177/0022466912464782
Schlagwörter	Special Education; Rural Areas; Beginning Teachers; Curriculum; Special Education Teachers; Urban Schools; General Education; Experienced Teachers; Instructional Effectiveness; Rural Urban Differences; Educational Quality; Paraprofessional Personnel; Quasiexperimental Design; Qualitative Research; Statistical Analysis; Arizona; California + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Rural area; Ländlicher Raum; Junior teacher; Junglehrer; Curricula; Lehrplan; Rahmenplan; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Allgemein bildendes Schulwesen; Allgemeinbildung; Unterrichtserfolg; Stadt-Land-Beziehung; Quality of education; Bildungsqualität; Laienhelfer; Qualitative Forschung; Statistische Analyse; Kalifornien
Abstract	This study is a quasi-experimental descriptive design, with existing educator-made adaptations evaluated. The goals of this study were to (a) describe how educators develop adaptations and (b) evaluate the effectiveness of educator-made adaptations in facilitating the learning of students with disabilities. Findings suggest that (a) most adaptations were made in core general education classes; (b) experienced educators created more simplified curricular adaptations, whereas novice educators created more functional alternative adaptations; (c) educators are generally satisfied with the adaptation they have created and believe it was effective in teaching the student; (d) educators spent on average 59.1 min creating the adaptation; (e) educators in rural areas and novice educators provided adaptations that were rated lower in quality and clarity than experienced and urban educators; and (f) general education teachers provided adaptations that were of lower quality and clarity than special education teachers and paraeducators. Recommendations for practice are provided. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10