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 到查詢結果 [ null ]

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Teachers' Reported Experiences Creating Active Learning Culture for Students with Comorbid Visual Impairment and Autism: A Phenomenological Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' Reported Experiences Creating Active Learning Culture for Students with Comorbid Visual Impairment and Autism: A Phenomenological Study./
作者:	Creech, Rhoda Snow.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2021,
面頁冊數:	173 p.
附註:	Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
Contained By:	Dissertations Abstracts International82-09A.
標題:	Special education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28315001
ISBN:	9798582536352

Teachers' Reported Experiences Creating Active Learning Culture for Students with Comorbid Visual Impairment and Autism: A Phenomenological Study.
Creech, Rhoda Snow.

Teachers' Reported Experiences Creating Active Learning Culture for Students with Comorbid Visual Impairment and Autism: A Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2021 - 173 p.

Source: Dissertations Abstracts International, Volume: 82-09, Section: A.

Thesis (Ed.D.)--Northcentral University, 2021.

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

The number of individuals with comorbid visual impairment and autism spectrum disorder is growing rapidly. The purpose of this qualitative phenomenological study was to describe the lived experiences of teachers who strategically create active learning culture for tactile-defensive students who have autism and visual impairment. Little research exists on the phenomenon of active learning for blind children who are on the autism spectrum. Semi-structured telephone interviews were conducted with 10 certified special educators from various regions of the United States. Discussions centered on six research questions based on Nielsen's Active Learning Theory™, an approach developed for cognitively-challenged learners with sensory loss and comorbid developmental disabilities. Ayers' complementary theory of sensory integration paralleled the study. Interview transcripts were coded and analyzed for themes reflecting the essential meaning and structural elements of active learning phenomenon as applied to children with blindness and autism. Results indicated the over-arching need for trusting teacher-student relationships within a multi-dimensional, sensory-dense environment. Student-centered classrooms with realistic and relevant constructivist learning opportunities should encourage thinking while doing. Hands-on activity with developmentally-appropriate materials may promote concept acquisition and skills which are foundational to higher levels of independence. Barriers to active learning included adults' lack of understanding, space limitations, and financial considerations. Geographically-diverse professionals implemented similar classroom strategies and experienced congruent results. This suggests that active learning may be an effective instructional method for students with dysfunctional tactual responsiveness who have visual impairment and autism. Future researchers may explore active learning in the home environment. Subsequent designs may allow for a greater number of participants or quantify elements of active learning related to visual impairment and autism.

ISBN: 9798582536352Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Active Learning

Teachers' Reported Experiences Creating Active Learning Culture for Students with Comorbid Visual Impairment and Autism: A Phenomenological Study.
LDR:03399nmm a2200397 4500 001 2342798
005 20220415153009.5
008 241004s2021 ||||||||||||||||| ||eng d
020 $a 9798582536352
035 $a (MiAaPQ)AAI28315001
035 $a AAI28315001
040 $a MiAaPQ $c MiAaPQ
100 1 $a Creech, Rhoda Snow. $3 3681182
245 1 0 $a Teachers' Reported Experiences Creating Active Learning Culture for Students with Comorbid Visual Impairment and Autism: A Phenomenological Study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 173 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-09, Section: A.
500 $a Advisor: Fowler, Rollen.
502 $a Thesis (Ed.D.)--Northcentral University, 2021.
506 $a This item must not be sold to any third party vendors.
520 $a The number of individuals with comorbid visual impairment and autism spectrum disorder is growing rapidly. The purpose of this qualitative phenomenological study was to describe the lived experiences of teachers who strategically create active learning culture for tactile-defensive students who have autism and visual impairment. Little research exists on the phenomenon of active learning for blind children who are on the autism spectrum. Semi-structured telephone interviews were conducted with 10 certified special educators from various regions of the United States. Discussions centered on six research questions based on Nielsen's Active Learning Theory™, an approach developed for cognitively-challenged learners with sensory loss and comorbid developmental disabilities. Ayers' complementary theory of sensory integration paralleled the study. Interview transcripts were coded and analyzed for themes reflecting the essential meaning and structural elements of active learning phenomenon as applied to children with blindness and autism. Results indicated the over-arching need for trusting teacher-student relationships within a multi-dimensional, sensory-dense environment. Student-centered classrooms with realistic and relevant constructivist learning opportunities should encourage thinking while doing. Hands-on activity with developmentally-appropriate materials may promote concept acquisition and skills which are foundational to higher levels of independence. Barriers to active learning included adults' lack of understanding, space limitations, and financial considerations. Geographically-diverse professionals implemented similar classroom strategies and experienced congruent results. This suggests that active learning may be an effective instructional method for students with dysfunctional tactual responsiveness who have visual impairment and autism. Future researchers may explore active learning in the home environment. Subsequent designs may allow for a greater number of participants or quantify elements of active learning related to visual impairment and autism.
590 $a School code: 1443.
650 4 $a Special education. $3 516693
650 4 $a Teacher education. $3 3172312
650 4 $a Educational psychology. $3 517650
650 4 $a Disability studies. $3 543687
653 $a Active Learning
653 $a Autism Spectrum Disorders
653 $a Blindness
653 $a Multiple disabilities
653 $a Tactile defensiveness
653 $a Visual impairment
690 $a 0529
690 $a 0530
690 $a 0525
690 $a 0201
710 2 $a Northcentral University. $b School of Education. $3 2104297
773 0 $t Dissertations Abstracts International $g 82-09A.
790 $a 1443
791 $a Ed.D.
792 $a 2021
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28315001