東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Dismantling Inequitable Education Pr...

Aldrich, Joy Christine.

FindBook

Google Book

Amazon

博客來

Dismantling Inequitable Education Practices: A Phenomenological Study of Assessing Students Experiencing Specific Learning Disabilities.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Dismantling Inequitable Education Practices: A Phenomenological Study of Assessing Students Experiencing Specific Learning Disabilities./
作者:	Aldrich, Joy Christine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	126 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30694129
ISBN:	9798381425604

Dismantling Inequitable Education Practices: A Phenomenological Study of Assessing Students Experiencing Specific Learning Disabilities.
Aldrich, Joy Christine.

Dismantling Inequitable Education Practices: A Phenomenological Study of Assessing Students Experiencing Specific Learning Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 126 p.

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

Thesis (D.Ed.)--Northcentral University, 2023.

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

The problem addressed in this study was that traditional assessments used for middle school math, regardless of any needs-based accommodation provisions, inhibit equitable representation of the academic abilities of students with individualized education programs (IEPs) for specific learning disabilities (SLD) because of the absence of the universal design for learning (UDL) framework. This qualitative, phenomenological study sought to understand the perspectives of middle school math teachers about applying assessments based on the UDL framework for students with IEPs for SLD. The study used Gardner's theory of multiple intelligences, Gagne's conditions of learning theory, and Mayer's cognitive theory of multimedia learning as the conceptual framework. Using virtual semi-structured interviews, 10 participants provided their perceptions on three research questions, divided into seven interview questions. After multiple manual reviews in addition to the implementation of NVivo, findings resulted in three themes: (a) misalignment of assessment content and format with students' educational needs and abilities; (b) coordination of IEP requirements, student learning needs and abilities, and accommodation assignment led to successes, limitations, and implications; and (c) inclusive and equitable environments caused by multimodal classroom instruction. Based on these findings and implications, recommendations for practice include creating an assessment aligned with the UDL framework. Future research includes (a) studying the perspectives of teachers in other grades as well as other subjects about the implementation of UDL-based assessments for students with IEPs for SLD, (b) studying the implications of the relationship between the Resource Room or special education teacher and the general education classroom upon students experiencing disabilities, and (c) studying the perspectives of students experiencing disabilities about the implementation of UDL-based activities and assessments.

ISBN: 9798381425604Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Accessibility

Dismantling Inequitable Education Practices: A Phenomenological Study of Assessing Students Experiencing Specific Learning Disabilities.
LDR:03308nmm a2200385 4500 001 2393250
005 20240311061621.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798381425604
035 $a (MiAaPQ)AAI30694129
035 $a AAI30694129
040 $a MiAaPQ $c MiAaPQ
100 1 $a Aldrich, Joy Christine. $3 3762699
245 1 0 $a Dismantling Inequitable Education Practices: A Phenomenological Study of Assessing Students Experiencing Specific Learning Disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 126 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
500 $a Advisor: Wratcher, Marcia.
502 $a Thesis (D.Ed.)--Northcentral University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a The problem addressed in this study was that traditional assessments used for middle school math, regardless of any needs-based accommodation provisions, inhibit equitable representation of the academic abilities of students with individualized education programs (IEPs) for specific learning disabilities (SLD) because of the absence of the universal design for learning (UDL) framework. This qualitative, phenomenological study sought to understand the perspectives of middle school math teachers about applying assessments based on the UDL framework for students with IEPs for SLD. The study used Gardner's theory of multiple intelligences, Gagne's conditions of learning theory, and Mayer's cognitive theory of multimedia learning as the conceptual framework. Using virtual semi-structured interviews, 10 participants provided their perceptions on three research questions, divided into seven interview questions. After multiple manual reviews in addition to the implementation of NVivo, findings resulted in three themes: (a) misalignment of assessment content and format with students' educational needs and abilities; (b) coordination of IEP requirements, student learning needs and abilities, and accommodation assignment led to successes, limitations, and implications; and (c) inclusive and equitable environments caused by multimodal classroom instruction. Based on these findings and implications, recommendations for practice include creating an assessment aligned with the UDL framework. Future research includes (a) studying the perspectives of teachers in other grades as well as other subjects about the implementation of UDL-based assessments for students with IEPs for SLD, (b) studying the implications of the relationship between the Resource Room or special education teacher and the general education classroom upon students experiencing disabilities, and (c) studying the perspectives of students experiencing disabilities about the implementation of UDL-based activities and assessments.
590 $a School code: 1443.
650 4 $a Special education. $3 516693
650 4 $a Instructional design. $3 3172279
653 $a Accessibility
653 $a Equitable
653 $a Individualized education program
653 $a Specific learning disabilities
653 $a Universal design for learning
690 $a 0447
690 $a 0529
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 85-07A.
790 $a 1443
791 $a D.Ed.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30694129