Date of Award
12-15-2004
Degree Type
Thesis
Degree Name
Master of Science
Department
Liberal Studies
First Advisor
Peggy L. Tarpley, Ph.D.
Second Advisor
Ruth Meese, Ph.D.
Third Advisor
Audrey P. Church, Ph.D.
Abstract
The primary purpose of this study was to find out whether general education teachers believe that accommodations for students with special needs help those students succeed. Secondarily, this study seeks to find whether general educators find accommodations to be practical (feasible for general classroom use and fair to students without disabilities) in promoting success for all students. This review will discuss special education laws, service models for special education, and how accommodations fit into these parameters. The researcher created an online survey for K-5 general educators in Virginia's Region 8 to complete. From the responses it was found that this population uses accommodations regardless of how easy or difficult or how fair they perceive them. Classroom and instructional accommodations were ranked according to the general educators' perceptions of effectiveness for students with disabilities, fairness to students without disabilities, and ease of use for teachers. Several survey limitations and a small participant group prevent generalization of the results to the greater population.
Recommended Citation
Askue-Collins, Jennifer, "A Review of General Education Teachers' Perceptions of Classroom and Instructional Accommodations for Students with Disabilities" (2004). Theses & Honors Papers. 94.
https://digitalcommons.longwood.edu/etd/94
Included in
Disability and Equity in Education Commons, Educational Assessment, Evaluation, and Research Commons, Elementary Education and Teaching Commons
Comments
You can find a bound copy in Greenwood Library. It can be foundhere.