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How Do Teachers Teach Students With Working Memory Impairments In The Regular Classroom? A Grounded Theory Approach, Laura Vanderlaan

Electronic Thesis and Dissertation Repository

This study uses a qualitative, post-positive grounded theory approach to investigate the process of teaching primary students with working memory impairments. Semi-structured, in-depth interviews were used to collect data specific to students with WMI from nine primary teachers. After transcript coding and data analysis, themes were extracted from the data. The themes reflect how having a working memory impairment may alter the students’ education. The interacting themes included: learning with a working memory impairment and the characteristics of the student, adaptations made by the teacher including effective teaching strategies , and adaptations made by the students as a result of …