東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Teacher's Perceptions of Linking Spe...

Jackson, Esla Oja,

Linked to FindBook

Google Book

Amazon

博客來

Teacher's Perceptions of Linking Special Education Transition and Academic Goals in Southeastern Georgia /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teacher's Perceptions of Linking Special Education Transition and Academic Goals in Southeastern Georgia // Esla Oja Jackson.
Author:	Jackson, Esla Oja,
Description:	1 electronic resource (135 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
Contained By:	Dissertations Abstracts International83-10A.
Subject:	Special education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28963962
ISBN:	9798426813212

Teacher's Perceptions of Linking Special Education Transition and Academic Goals in Southeastern Georgia /
Jackson, Esla Oja,

Teacher's Perceptions of Linking Special Education Transition and Academic Goals in Southeastern Georgia /Esla Oja Jackson. - 1 electronic resource (135 pages)

Source: Dissertations Abstracts International, Volume: 83-10, Section: A.

Transitioning from high school to the real world is a difficult issue for students with disabilities. Special education students may get lost not knowing what their future holds. Special education teachers are most times challenged in the process of linking transition plans to academic Individual education plan(IEP) goals. The problem addressed by this qualitative, descriptive case study was special education teachers often experience challenges with incorporating postsecondary transition goals into the IEPs of secondary special education students. The purpose of this qualitative descriptive case study was to explore how special education teachers' perceptions relate to linking IEP academic goals with postsecondary transition goals for high school special education students' achievement in southeastern Georgia. Data were collected from 12 special education teachers through face-to-face interviews and a focus group interview. Data were analyzed through Microsoft Excel by themes and subthemes. This study revealed that teacher perceptions of linking special education transition plans and academic goals can help special education students reach their ultimate academic goals and prepare them for the real world. Teachers' strategies used to link transition goals with academic IEP goals could close the transition gap for special education students to improve their academic goals, graduate from high school and be more prepared for the real world. There are three recommendations for practice for this qualitative case study. The first recommendation is for special education teachers to educate and encourage special education students to choose realistic transition goals from an early grade and not wait until 12th grade. The second recommendation is that teachers should articulate effective teaching practices in the classroom by using differential strategies to meet the needs of all students. The third recommendation is that teachers should consider teacher modeling by modifying lessons for their classes according to the accommodations for each student's IEP within the special education environment.

English

ISBN: 9798426813212Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Transitioning from high school

Teacher's Perceptions of Linking Special Education Transition and Academic Goals in Southeastern Georgia /
LDR:03548nmm a22004093i 4500 001 2431716
005 20250624130435.5
006 m o d
007 cr|nu||||||||
008 261011s2021 miu||||||m |||||||eng d
020 $a 9798426813212
035 $a (MiAaPQD)AAI28963962
035 $a AAI28963962
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Jackson, Esla Oja, $e author. $3 3820653
245 1 0 $a Teacher's Perceptions of Linking Special Education Transition and Academic Goals in Southeastern Georgia / $c Esla Oja Jackson.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2021
300 $a 1 electronic resource (135 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-10, Section: A.
500 $a Advisors: Collins, Rebecca Committee members: McDaniel, Gary; Nelson, Deborah.
502 $b Ed.D. $c Northcentral University $d 2021.
520 $a Transitioning from high school to the real world is a difficult issue for students with disabilities. Special education students may get lost not knowing what their future holds. Special education teachers are most times challenged in the process of linking transition plans to academic Individual education plan(IEP) goals. The problem addressed by this qualitative, descriptive case study was special education teachers often experience challenges with incorporating postsecondary transition goals into the IEPs of secondary special education students. The purpose of this qualitative descriptive case study was to explore how special education teachers' perceptions relate to linking IEP academic goals with postsecondary transition goals for high school special education students' achievement in southeastern Georgia. Data were collected from 12 special education teachers through face-to-face interviews and a focus group interview. Data were analyzed through Microsoft Excel by themes and subthemes. This study revealed that teacher perceptions of linking special education transition plans and academic goals can help special education students reach their ultimate academic goals and prepare them for the real world. Teachers' strategies used to link transition goals with academic IEP goals could close the transition gap for special education students to improve their academic goals, graduate from high school and be more prepared for the real world. There are three recommendations for practice for this qualitative case study. The first recommendation is for special education teachers to educate and encourage special education students to choose realistic transition goals from an early grade and not wait until 12th grade. The second recommendation is that teachers should articulate effective teaching practices in the classroom by using differential strategies to meet the needs of all students. The third recommendation is that teachers should consider teacher modeling by modifying lessons for their classes according to the accommodations for each student's IEP within the special education environment.
546 $a English
590 $a School code: 1443
650 4 $a Special education. $3 516693
650 4 $a Secondary education. $3 2122779
650 4 $a Disability studies. $3 543687
653 $a Transitioning from high school
653 $a Students with disabilities
653 $a Southeastern Georgia
690 $a 0529
690 $a 0533
690 $a 0201
710 2 $a Northcentral University. $b School of Education. $e degree granting institution. $3 3767527
720 1 $a Collins, Rebecca $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 83-10A.
790 $a 1443
791 $a Ed.D.
792 $a 2021
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28963962