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INVESTIGATING HOW GENERAL EDUCATION MIDDLE SCHOOL TEACHERS SUPPORT THE SOCIAL INCLUSION OF STUDENTS WITH SPECIAL NEEDS
by
Rebecca Lee Canges
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2010
Copyright 2010 Rebecca Lee Canges
Object Description
| Title | Investigating how general education middle school teachers support the social inclusion of students with special needs |
| Author | Canges, Rebecca Lee |
| Author email | rcanges@csulb.edu; rcanges@yahoo.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-05-06 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-07-03 |
| Advisor (committee chair) | Pensavalle, Margo |
| Advisor (committee member) |
Hirabayashi, Kimberly Pavri, Shireen |
| Abstract | Because of the focus on inclusion in public schools today, the interest regarding how to effectively support students with special needs in the general education environment, both academically and socially has been ignited. While we have witnessed an increase in the academic success of students included in general education classrooms, we have not yet successfully identified specific strategies a teacher can use to meet the social needs of students with special needs included in their classroom. Because of this, the research question used to guide this study asked how general education teachers promote the social inclusion of students with special needs in their classroom so that effective strategies may be established for other teachers to implement.; Through a combination of teacher interviews, interviews with students with special needs, and classroom observations, the findings of this study offers insight into the strategies general education teachers identify as important to promote the social acceptance of students with special needs included in their classrooms. Collectively, the general education teachers that participated in this study reported that the following strategies were essential to increasing the social acceptance of students with special needs in their classrooms (1) Arranging the Environment, (2) Establishing a Tone of Respect in the Classroom, (3) Providing Instructional Support, (4) Providing Peer Support, and (5) Providing Direct Instruction for Social Support. However, classroom observations and results from student interviews revealed significant discrepancies between the teacher's knowledge of the strategies and their practice. |
| Keyword | social acceptance; social inclusion; middle school; inclusion; students with special needs |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3175 |
| Rights | Canges, Rebecca Lee |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Canges-3789 |
| Archival file | uscthesesreloadpub_Volume29/etd-Canges-3789.pdf |
Description
| Title | Page 1 |
| Full text | INVESTIGATING HOW GENERAL EDUCATION MIDDLE SCHOOL TEACHERS SUPPORT THE SOCIAL INCLUSION OF STUDENTS WITH SPECIAL NEEDS by Rebecca Lee Canges A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2010 Copyright 2010 Rebecca Lee Canges |
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