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Exploring Teacher Relationships with...

Sullivan, Jessica.

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Exploring Teacher Relationships with Students with Disabilities on Classroom Performance: A Single-Case Study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring Teacher Relationships with Students with Disabilities on Classroom Performance: A Single-Case Study./
作者:	Sullivan, Jessica.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	122 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
標題:	Special education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27829537
ISBN:	9781658490832

Exploring Teacher Relationships with Students with Disabilities on Classroom Performance: A Single-Case Study.
Sullivan, Jessica.

Exploring Teacher Relationships with Students with Disabilities on Classroom Performance: A Single-Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 122 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ph.D.)--Northcentral University, 2020.

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

Teachers are responsible for the academic and behavioral success of their students especially those with disabilities. Students with disabilities have to meet the same standards as their non-disabled peers on state mandated tests. They are provided accommodations such as extended testing time but ultimately still have to be proficient when the scores are assessed. The problem addressed is teachers in the general education setting may not understand the importance of a positive relationship with students with disabilities because they have not been thoroughly prepared and do not have the support to meet their students' needs. The purpose of this qualitative single-case study was to explore the attitudes and perceptions of general education teachers regarding the importance of relationships with their students with disabilities, identify what they believe could have better prepared them, and what supports could help them meet their students' needs. The study consisted of 3 research questions and 3 methods: a teacher attitudes survey, a focus group session, and member checking. Twelve teachers with at least a bachelor's degree ranging from 5 to over 20 years of teaching experience in an urban elementary school participated in the study. The results of this study showed that all participants recognized the value of a positive relationship with students with disabilities and a need for administrators' support. Implications were further support for the inclusion of teacher-student interpersonal relationship strategies as viable classroom strategies are worthy of implementation, and the purposeful design of the classroom environment served to enhance student learning and engagement. Recommendations for practice are to continue to improve school climate, to foster a sense of belonging in students, to build time in teachers' schedules to build relationships with students, and extending training for teachers. For further research, this study could be conducted in middle and high school settings. Also, special education teachers could be surveyed regarding their perceptions.

ISBN: 9781658490832Subjects--Topical Terms:

516693
Special education.
Subjects--Index Terms:

Disabilities

Exploring Teacher Relationships with Students with Disabilities on Classroom Performance: A Single-Case Study.
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