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Theory to Practice: Perceptions of S...

Low, Dusty Gail.

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Theory to Practice: Perceptions of School Psychologists, Special Education, and General Education Teachers on Social Skills Instruction in the Least Restrictive Environment.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Theory to Practice: Perceptions of School Psychologists, Special Education, and General Education Teachers on Social Skills Instruction in the Least Restrictive Environment./
作者:	Low, Dusty Gail.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	177 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-12, Section: A.
Contained By:	Dissertations Abstracts International81-12A.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27997200
ISBN:	9798617058323

Theory to Practice: Perceptions of School Psychologists, Special Education, and General Education Teachers on Social Skills Instruction in the Least Restrictive Environment.
Low, Dusty Gail.

Theory to Practice: Perceptions of School Psychologists, Special Education, and General Education Teachers on Social Skills Instruction in the Least Restrictive Environment. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 177 p.

Source: Dissertations Abstracts International, Volume: 81-12, Section: A.

Thesis (Ed.D.)--Concordia University (Oregon), 2020.

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

Social-Emotional Learning for students with disabilities is an important topic in education. Currently, over 13% of students in schools K-12 have a documented disability, of which many are faced with deficits in social-emotional development. Furthermore, there appears to be a gap between the research literature and how instructional practices are used to support students with social-emotional deficits. This case study design aimed to understand how three general education teachers, four special education teachers, and three school psychologists implemented social-skills instructional practices for students with high-incidence disabilities in the LRE. These participants represented 12 different schools from four school districts within the Pacific Northwest region of the United States. This research found that student-needs, knowledge, and experience of the three stakeholders, and school culture, contributed to the selection of instructional practices for students with social-emotional deficits within the least restrictive environment. In addition, the need for collaboration was found to be a key element when addressing student's needs, building knowledge, and creating a positive school culture. Results indicated that push-in supports were the primary instructional practice among the 12 schools. Consultation and coteaching were rarely used because they required much coordination and collaboration. All three stakeholder groups reported that the selection of instructional practices was dependent on individual student needs. However, it was also found that some instructional practices were not available as an option in some schools. Further research on instructional practice offerings could shed light on the discrepancy.

ISBN: 9798617058323Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Least restrictive environment

Theory to Practice: Perceptions of School Psychologists, Special Education, and General Education Teachers on Social Skills Instruction in the Least Restrictive Environment.
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