東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The roles and responsibilities of th...

Smith, Sarah T.

Linked to FindBook

Google Book

Amazon

博客來

The roles and responsibilities of the special educator, the general educator, and the educational interpreter in the education of students who are deaf or hard of hearing.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The roles and responsibilities of the special educator, the general educator, and the educational interpreter in the education of students who are deaf or hard of hearing./
Author:	Smith, Sarah T.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 1998,
Description:	123 p.
Notes:	Source: Dissertations Abstracts International, Volume: 60-12, Section: A.
Contained By:	Dissertations Abstracts International60-12A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920871
ISBN:	9780599200517

The roles and responsibilities of the special educator, the general educator, and the educational interpreter in the education of students who are deaf or hard of hearing.
Smith, Sarah T.

The roles and responsibilities of the special educator, the general educator, and the educational interpreter in the education of students who are deaf or hard of hearing. - Ann Arbor : ProQuest Dissertations & Theses, 1998 - 123 p.

Source: Dissertations Abstracts International, Volume: 60-12, Section: A.

Thesis (Ed.D.)--The University of Alabama, 1998.

This item must not be sold to any third party vendors.

The purpose of this study was to determine whether there was consensus among general education teachers, special education teachers, and educational interpreters regarding their roles and responsibilities in the daily delivery of instructional services to students who are deaf or hard of hearing in an inclusive educational setting. Surveys, consisting of a list of 55 roles and responsibilities of the general educator, the special educator, and the educational interpreter, were mailed to 29 individuals in three metropolitan school systems. Subjects were asked to indicate the individual primarily responsible for performing a specific role or responsibility during the course of the school day. Results indicated consensus that the general education teacher bore the greatest responsibility for instruction of students who are deaf or hard of hearing when these students are placed in inclusive educational settings. Further, the study found that the special education teacher, certified in education of the deaf or hard of hearing, and the educational interpreter served in supportive roles. In their written comments, respondents indicated strong feelings relative to their roles and responsibilities and to those of other individuals. Respondents also indicated that collaboration among general educators, special educators, and educational interpreters was occurring by assigning specific roles to more than one individual. Implications for teacher and interpreter preparation programs were discussed.

ISBN: 9780599200517Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Deaf

The roles and responsibilities of the special educator, the general educator, and the educational interpreter in the education of students who are deaf or hard of hearing.
LDR:02964nmm a2200421 4500 001 2279324
005 20210730131721.5
008 220723s1998 ||||||||||||||||| ||eng d
020 $a 9780599200517
035 $a (MiAaPQ)AAI9920871
035 $a AAI9920871
040 $a MiAaPQ $c MiAaPQ
100 1 $a Smith, Sarah T. $3 3557769
245 1 4 $a The roles and responsibilities of the special educator, the general educator, and the educational interpreter in the education of students who are deaf or hard of hearing.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 1998
300 $a 123 p.
500 $a Source: Dissertations Abstracts International, Volume: 60-12, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Olenchak, Richard F.
502 $a Thesis (Ed.D.)--The University of Alabama, 1998.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a The purpose of this study was to determine whether there was consensus among general education teachers, special education teachers, and educational interpreters regarding their roles and responsibilities in the daily delivery of instructional services to students who are deaf or hard of hearing in an inclusive educational setting. Surveys, consisting of a list of 55 roles and responsibilities of the general educator, the special educator, and the educational interpreter, were mailed to 29 individuals in three metropolitan school systems. Subjects were asked to indicate the individual primarily responsible for performing a specific role or responsibility during the course of the school day. Results indicated consensus that the general education teacher bore the greatest responsibility for instruction of students who are deaf or hard of hearing when these students are placed in inclusive educational settings. Further, the study found that the special education teacher, certified in education of the deaf or hard of hearing, and the educational interpreter served in supportive roles. In their written comments, respondents indicated strong feelings relative to their roles and responsibilities and to those of other individuals. Respondents also indicated that collaboration among general educators, special educators, and educational interpreters was occurring by assigning specific roles to more than one individual. Implications for teacher and interpreter preparation programs were discussed.
590 $a School code: 0004.
650 4 $a Special education. $3 516693
650 4 $a Curricula. $3 3422445
650 4 $a Teaching. $3 517098
653 $a Deaf
653 $a Educational interpreter
653 $a General educator
653 $a Hard of hearing
653 $a Inclusive education
653 $a Special educator
653 $a Teachers
690 $a 0529
690 $a 0727
690 $a 0727
710 2 $a The University of Alabama. $3 1019361
773 0 $t Dissertations Abstracts International $g 60-12A.
790 $a 0004
791 $a Ed.D.
792 $a 1998
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9920871