Education Commons^™

Self-Concept Of Visually Impaired Adolescents: A Comparative Study Of Educational Placement In Public And Residential Schools, Shiela D. Kielly

Dissertations and Theses @ UNI

The purpose of this study was to compare the self-concept of teen-age learners who were visually impaired and enrolled in public day schools with those who attended a residential school. The target population was those individuals with a primary functional visual impairment, in the age range of 12 through 18 years, and who were engaged in an academic instructional curriculum. Seventeen students at the Iowa Braille and Sight Saving School (IBSSS) were the residential population, whereas 15 visually impaired students who were receiving support services of the itinerant teacher for the visually impaired participated as the public school population. All …

Cooperative Teaching As A Method Of Collaboration Between Regular And Special Educators In An Integrated Setting, Mary J. Takes

Dissertations and Theses @ UNI

Concerns about meeting the needs of students with disabilities through integration have led to increased collaboration between special and regular educators (Johnson, Pugach, & Devlin, 1990). Cooperative teaching, a nontraditional method of meeting the needs of students with disabilities, lacks sufficient research regarding its implementation.

This study investigated, using a case study methodology, cooperative teaching arrangements in an integrated setting and formative factors impacting those arrangements. The researcher collected data regarding 10 different cooperative teaching partnerships. Data collection included the use of observation, interviewing, and the collection of documents. These facilitated a constant comparative method of analysis which allowed the …

An Investigation Of The Practices And Perceptions Of Three Regular Elementary Teachers Regarding The Integration Of Students With Severe Disabilities, Beth L. Wright

Dissertations and Theses @ UNI

Regular classrooms have been increasingly identified as the placement of choice for special-needs children, including those diagnosed to have severe disabilities. Undergirding this movement has been an increase in research unfavorable to segregated, homogeneous and favorable to integrated, heterogeneous instructional arrangements. The knowledge base regarding how to facilitate the regular-class integration of severely disabled students, however, is in its infancy.

The purpose of this inquiry was to examine regular elementary teachers' practices and perceptions concerning their instruction of students with severe disabilities who had been integrated into their classrooms. Participant observation, interviewing, and constant comparative methods were employed to render …