Teachers and Their Perceptions about Adaptive Skill Training within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities

Autor/in	Lynberg, Jennifer
Titel	Teachers and Their Perceptions about Adaptive Skill Training within an Early Childhood Comprehensive Development Classroom for Students with Intellectual Disabilities
Quelle	(2018), (131 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4381-4736-2
Schlagwörter	Hochschulschrift; Dissertation; Teacher Attitudes; Skill Development; Intellectual Disability; Early Childhood Education; Preschool Children; Preschool Teachers; Classroom Environment; Adjustment (to Environment); Special Education Teachers; Daily Living Skills; Toilet Training; Faculty Development; Curriculum; Student Needs + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerverhalten; Kompetenzentwicklung; Qualifikationsentwicklung; Intellect; Disability; Disabilities; Verstand; Behinderung; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Klassenklima; Unterrichtsklima; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Alltagsfertigkeit; Toilettenbenutzung; Curricula; Lehrplan; Rahmenplan
Abstract	This dissertation investigated teacher perceptions about adaptive skill training within an early childhood comprehensive development classroom for students with intellectual disabilities. The purpose of this study was to gain a better understanding about adaptive skills from a teacher's perspective. The aims of the study were to help educators understand the role of comfort level, importance of adaptive skills, planning for adaptive skills, and connecting adaptive skills to an academic outcome. A quantitative, cross-sectional design was used, and an online survey was completed by 254 special education teachers. The participants that completed the survey were 93% female and on average had 14 years of teaching experience. The survey gathered teachers' opinions about adaptive skills. It was reported that teachers felt adaptive skills were important to teach in the classroom environment. The teachers also reported that toileting was the most important adaptive skill. The survey also found that teachers explicitly teach adaptive skills on a daily basis. The survey also revealed that instruction might improve if access to a structured curriculum was more readily available and age appropriate. It was reported that there were very limited opportunities for educators to attend professional development about adaptive skills. These findings communicated that adaptive skills seem to be important to educators, and the lack of availability for structured curriculums should be addressed to further meet the needs of students with intellectual disabilities. [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