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

A Case Study of the Integration of R...

Talalai, Stephanie Orosz.

Linked to FindBook

Google Book

Amazon

博客來

A Case Study of the Integration of Robotics to Support the Educational and Therapeutic Goals of Students with Low-Incidence Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Case Study of the Integration of Robotics to Support the Educational and Therapeutic Goals of Students with Low-Incidence Disabilities./
Author:	Talalai, Stephanie Orosz.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	192 p.
Notes:	Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
Contained By:	Dissertation Abstracts International80-04A(E).
Subject:	Educational technology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10973525
ISBN:	9780438706354

A Case Study of the Integration of Robotics to Support the Educational and Therapeutic Goals of Students with Low-Incidence Disabilities.
Talalai, Stephanie Orosz.

A Case Study of the Integration of Robotics to Support the Educational and Therapeutic Goals of Students with Low-Incidence Disabilities. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 192 p.

Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.

Thesis (Ed.D.)--New Jersey City University, 2018.

Teachers of students with severe multiple low-incidence disabilities have been tasked with the implementation of grade-level Common Core State Standards (CCSS) and content through all curriculum areas and academic skills. These school mandates often leave teachers searching for methods, best practices, accommodations, and tools to implement these new standards into their lessons and Individualized Education Programs. With the increasing use of STEM programs in schools, the use of technology, specifically robotics and coding, has become a key component in today's curriculum. The popularity of STEM education and the existence of robotics posed a unique opportunity for teachers, who work with students with disabilities, to differentiate instruction and provide multiple means of expression and engagement to their lessons. However, the specific problem is that the implementation and perceived impact of robotics for the education and therapeutic goals of students classified with low-incidence disabilities remain unknown. This exploratory case study offered the unique opportunity to explore how teachers, therapists, and administration of the A. Harry Moore School select, implement and instruct students with low-incidence disabilities with robotics and incorporate Universal Design for Learning principles. Through observations and interviews, this study examined teacher, therapeutic, and administrative knowledge, implementation and perceptions of the use of robotics and how they impact student educational and therapeutic goals. The study found that teachers and therapists of students with low-incidence disabilities use robotics to increase student motivation, engagement, performance, and enjoyment. Robotics can help students meet the federal mandates to perform at the level of their nondisabled peers.

ISBN: 9780438706354Subjects--Topical Terms:

517670
Educational technology.

A Case Study of the Integration of Robotics to Support the Educational and Therapeutic Goals of Students with Low-Incidence Disabilities.
LDR:02893nmm a2200337 4500 001 2201701
005 20190429091135.5
008 201008s2018 ||||||||||||||||| ||eng d
020 $a 9780438706354
035 $a (MiAaPQ)AAI10973525
035 $a (MiAaPQ)njcu:10063
035 $a AAI10973525
040 $a MiAaPQ $c MiAaPQ
100 1 $a Talalai, Stephanie Orosz. $3 3428423
245 1 2 $a A Case Study of the Integration of Robotics to Support the Educational and Therapeutic Goals of Students with Low-Incidence Disabilities.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 192 p.
500 $a Source: Dissertation Abstracts International, Volume: 80-04(E), Section: A.
500 $a Adviser: Laura Zieger.
502 $a Thesis (Ed.D.)--New Jersey City University, 2018.
520 $a Teachers of students with severe multiple low-incidence disabilities have been tasked with the implementation of grade-level Common Core State Standards (CCSS) and content through all curriculum areas and academic skills. These school mandates often leave teachers searching for methods, best practices, accommodations, and tools to implement these new standards into their lessons and Individualized Education Programs. With the increasing use of STEM programs in schools, the use of technology, specifically robotics and coding, has become a key component in today's curriculum. The popularity of STEM education and the existence of robotics posed a unique opportunity for teachers, who work with students with disabilities, to differentiate instruction and provide multiple means of expression and engagement to their lessons. However, the specific problem is that the implementation and perceived impact of robotics for the education and therapeutic goals of students classified with low-incidence disabilities remain unknown. This exploratory case study offered the unique opportunity to explore how teachers, therapists, and administration of the A. Harry Moore School select, implement and instruct students with low-incidence disabilities with robotics and incorporate Universal Design for Learning principles. Through observations and interviews, this study examined teacher, therapeutic, and administrative knowledge, implementation and perceptions of the use of robotics and how they impact student educational and therapeutic goals. The study found that teachers and therapists of students with low-incidence disabilities use robotics to increase student motivation, engagement, performance, and enjoyment. Robotics can help students meet the federal mandates to perform at the level of their nondisabled peers.
590 $a School code: 1830.
650 4 $a Educational technology. $3 517670
650 4 $a Special education. $3 516693
650 4 $a Robotics. $3 519753
650 4 $a Disability studies. $3 543687
650 4 $a Science education. $3 521340
690 $a 0710
690 $a 0529
690 $a 0771
690 $a 0201
690 $a 0714
710 2 $a New Jersey City University. $b Educational Technology. $3 3265866
773 0 $t Dissertation Abstracts International $g 80-04A(E).
790 $a 1830
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10973525