Negotiating a curriculum balance: Perceptions of special education teachers and administrators regarding alternate assessments in Oklahoma

This qualitative study sought to understand how teachers and administrators navigate the state and federal requirements for students with severe and profound disabilities in regards to alternate standards and assessments. Special education teachers must balance the required curriculum while continuing to meet the physical and emotional needs of students with severe and profound disabilities. Seven special education teachers and three administrators were interviewed individually in non-school settings, usually coffee shops. Teachers and administrators work diligently each day to support the students and meet their academic, social, emotional and physical needs.

Discipline thesis:degree_discipline

Education

Grantor

Oklahoma State University

Year dc:date.issued

2015

Author dc:creator

• Modenbach, Joy Lynn

Advisor dc:contributor.advisor

• Brown, Pamela

Committee members dc:contributor.committeemember

• Davis, C. Robert
• Harris, Ed
• Bailey, Lucy
• Ramsey, Jon

Statement dc:rights

• Copyright is held by the author who has granted the Oklahoma State University Library the non-exclusive right to share this material in its institutional repository. Contact Digital Library Services at lib-dls@okstate.edu or 405-744-9161 for the permission policy on the use, reproduction or distribution of this material.

Language dc:language

en_US

Handle dc:identifier.uri

http://hdl.handle.net/20.500.14446/45369

OAI identifier oai:identifier

oai:openresearch.okstate.edu:20.500.14446/45369