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Dismantling Inequitable Education Pr...

Aldrich, Joy Christine.

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Dismantling Inequitable Education Practices: A Phenomenological Study of Assessing Students Experiencing Specific Learning Disabilities./
Author:	Aldrich, Joy Christine.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	126 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Special education. -
Online resource:	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.
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245 1 0 $a Dismantling Inequitable Education Practices: A Phenomenological Study of Assessing Students Experiencing Specific Learning Disabilities.
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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.
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