Influences on teachers' decisions about literacy for students with severe disabilities

The purpose of this qualitative study was to examine the influences on special education teachers’ decisions about literacy for their students with severe disabilities. Using multiple case study and grounded theory methodologies, four middle and high school special education teachers were purposefully selected to participate in interviews and videotaped observations. Transcripts and videos were analyzed in concert with documents such as individualized education programs and teaching materials using constant comparative analysis. Four key influences on their literacy decisions were identified: (a) beliefs about students, teaching, and learning; (b) expectations; (c) self-efficacy; and (d) the workplace context. These four components form the basis for a preliminary theory of teacher decision making about literacy for students with severe disabilities.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2012

Author dc:creator

• Ruppar, Andrea

Contributors dc:contributor

• Gaffney, Janet S.
• Renzaglia, Adelle
• Ryan, Katherine E.

• Special education
• teachers
• literacy
• severe disabilities

Statement dc:rights

• Copyright 2011 Andrea L. Ruppar

Language dc:language

en

Handle dc:identifier

http://hdl.handle.net/2142/29823

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/29823