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Full text of this paper is not available in the ETD Center. Copies may be available for inter-library loan from University of Cincinnati or may be available for purchase from Proquest/UMI

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TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY

SKELTON, SEENA M.
http://rave.ohiolink.edu/etdc/view?acc_num=ucin990725564

Abstract Details

2001, PhD, University of Cincinnati, Education : School Psychology.
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.
Dr. Janet Graden (Advisor)
1 p.
instruction; individualizing; disabled students; inclusion; teaching

Recommended Citations

Citations

  • SKELTON, S. M. (2001). TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY [Doctoral dissertation, University of Cincinnati]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990725564

    APA Style (7th edition)

  • SKELTON, SEENA. TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY. 2001. University of Cincinnati, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=ucin990725564.

    MLA Style (8th edition)

  • SKELTON, SEENA. "TEACHER-IDENTIFIED INFORMATION COMPONENTS FOR INDIVIDUALIZING INSTRUCTION FOR STUDENTS WITH DISABILITIES IN GENERAL EDUCATION CLASSROOMS: A DELPHI STUDY." Doctoral dissertation, University of Cincinnati, 2001. http://rave.ohiolink.edu/etdc/view?acc_num=ucin990725564

    Chicago Manual of Style (17th edition)

ucin990725564
© 2001, all rights reserved.
This open access ETD is published by University of Cincinnati and OhioLINK.