Elementary special education student engagement in the general education reading classroom : a case study.

This research is based on the idea that general education teachers have the role and responsibility of providing inclusive classroom instruction for all students. Federal laws and the push for inclusion in general education classrooms contribute to the need for general education teachers to be effective and knowledgeable about meeting the needs of students in special education and their individualized learning needs. This research seeks to determine the relationship cooperative learning structures have on special education student efficacy and engagement in the third through fifth grade reading classroom. The study utilizes a 90-day Plan, Do, Study, Act cycle to assess the levels of special education student engagement while also enlisting student perceptions, teacher perceptions, and teacher feedback to triangulate qualitative and quantitative data through student and teacher surveys, observational data and anecdotal notes, and teacher interviews. While the results do not show large levels of significance, there are takeaways that general education classroom teachers can use to positively impact student achievement.

Name thesis:degree_name

Ed.D.

Level thesis:degree_level

Doctoral

Grantor

Baylor University.

Year dc:date.issued

2024

Author dc:creator

• Smith, Jacquelyn Harris, 1983-

Advisor dc:contributor.advisor

• Eckert, Jonathan.

• Classroom engagement.
• Special education.
• Elementary students.
• Teachers.
• Classroom instruction.
• Reading.
• Third grade students.
• Fourth grade students.
• Fifth grade students.
• Autism spectrum disorder (ASD)
• Intellectual disability (ID)
• Emotionally disturbed (ED)
• Special learning disability (SLD)
• Other health impairments (OHI)
• Plan, Do, Study, Act (PDSA) cycle.
• Achievement.

Statement dc:rights

• Baylor University works are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact libraryquestions@baylor.edu for inquiries about permission.

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/2104/13091

OAI identifier oai:identifier

oai:baylor-ir.tdl.org:2104/13091