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Examining special education teachers...

Abbas, Zainab.

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Examining special education teachers' knowledge and skills regarding the IEP document and process in the State of Kuwait: An exploratory investigation.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Examining special education teachers' knowledge and skills regarding the IEP document and process in the State of Kuwait: An exploratory investigation./
作者:	Abbas, Zainab.
面頁冊數:	144 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
Contained By:	Dissertation Abstracts International75-11A(E).
標題:	Education, Special. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3628804
ISBN:	9781321052800

Examining special education teachers' knowledge and skills regarding the IEP document and process in the State of Kuwait: An exploratory investigation.
Abbas, Zainab.

Examining special education teachers' knowledge and skills regarding the IEP document and process in the State of Kuwait: An exploratory investigation. - 144 p.

Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.

Thesis (Ph.D.)--Washington State University, 2014.

Of particular concern to this study, was the lack of research regarding special education teachers' knowledge of IEPs and their perceived skills in developing and implementing IEPs in Kuwait. Thus, this study was conducted to explore special education teachers' perceptions about their skills in and knowledge about the IEP document and process. The research question was explored through the administration of a survey and an analysis of the survey responses. The data were collected in public special education schools that serve students with intellectual disabilities in Kuwait. Eighty-three special education teachers completed a survey instrument in order to identify their skills in and knowledge about the IEP, which were drawn from the CEC standards, as well as to identify areas of additional training and changes needed/desired. The analysis of the survey results employed inferential statistic methods and descriptive statistic methods.

ISBN: 9781321052800Subjects--Topical Terms:

606639
Education, Special.

Examining special education teachers' knowledge and skills regarding the IEP document and process in the State of Kuwait: An exploratory investigation.
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245 1 0 $a Examining special education teachers' knowledge and skills regarding the IEP document and process in the State of Kuwait: An exploratory investigation.
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500 $a Source: Dissertation Abstracts International, Volume: 75-11(E), Section: A.
500 $a Adviser: Darcy Miller.
502 $a Thesis (Ph.D.)--Washington State University, 2014.
520 $a Of particular concern to this study, was the lack of research regarding special education teachers' knowledge of IEPs and their perceived skills in developing and implementing IEPs in Kuwait. Thus, this study was conducted to explore special education teachers' perceptions about their skills in and knowledge about the IEP document and process. The research question was explored through the administration of a survey and an analysis of the survey responses. The data were collected in public special education schools that serve students with intellectual disabilities in Kuwait. Eighty-three special education teachers completed a survey instrument in order to identify their skills in and knowledge about the IEP, which were drawn from the CEC standards, as well as to identify areas of additional training and changes needed/desired. The analysis of the survey results employed inferential statistic methods and descriptive statistic methods.
520 $a The results indicated that participants felt most confident for the development and characteristics of learners standard and least confident for the collaboration standard. The results also indicated that there were some variables that were associated with differences in special education teachers' ratings of their skills in and knowledge about IEP such as gender, major, years of teaching students with and without disabilities, years of teaching students without disabilities, and IEP trained. Finally, the results showed that the perceptions of participants who majored in special education and who had four to six years of experience teaching students without disabilities were statistically significant predictors for expressions of confidence about the IEP document and process. Based on these results several recommendations for practice and future research were suggested.
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