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TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY
| Title: | TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY |
| Author: | SKELTON, SEENA M. |
| Description: | This study employed Delphi methods to identify individual components of information that can provide technical assistance for teachers planning instruction for students with disabilities in general education settings. Legislation, educational reform movements, and special education trends are resulting in increasing number of students with a variety of educational disabilities receiving instruction in regular education classes, and being taught, at least in, part by general education teachers. Many teachers have voiced concerns regarding possessing the appropriate skills to adequately teach these children. A panel consisting of 13 special and general education teachers selected because of their expertise in effectively instructing students with disabilities in the regular education classroom participated in this study. Through analyses 41 information components were derived for school teams to address in order to provide information for teachers that would assist in daily lesson planning for children with disabilities in general education settings. The components ranged in information pertaining to the specific abilities of the student to addressing information focused at instructional practices that have been found effective for teaching the student. |
| Permanent Link: |
http://rave.ohiolink.edu/etdc/view?acc_num=ucin990725564
http://hdl.handle.net/2374.OX/11880 |
| Date: | 2001 |
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