Matches in SemOpenAlex for { <https://semopenalex.org/work/W3212841199> ?p ?o ?g. }
Showing items 1 to 57 of
57
with 100 items per page.
- W3212841199 abstract "Author(s): Lipson, Catherine | Advisor(s): Pearson, P. D. | Abstract: AbstractIntegrating Technology into Literacy Instruction for Students with Disabilities:Perspectives of Teachers and StudentsbyCatherine LipsonDoctor of Philosophy in Special EducationUniversity of California, Berkeley and San Francisco State UniversityProfessor P. David Pearson, ChairAs students with disabilities increase their participation in the general education curriculum, special education service providers must ensure equitable access to technology based learning resources (Edyburn, 2009; Leeman, 2013; Ottenbreit-Leftwich et al., 2015). While there are many opportunities to make content accessible to students through technology, the proliferation of choices in the technology marketplace makes it more difficult to select the appropriate resources. Many service providers lack experience and expertise with integrating technology into literacy instruction for secondary and postsecondary students with disabilities (Holmes a Silvestri, 2012; Burgos, 2015). This study used a three-tiered cascade sampling method to identify teachers who have demonstrated expertise with technology integration and literacy instruction. The purposes of the study included identifying, analyzing, and interpreting best practices for teachers and other professionals who provide technology services to students with disabilities. Interviews with teachers and observations of their classroom practices revealed how they adapted instruction and included accommodations to improve accessibility, as well as their beliefs and expectations about using technology in the classroom. Findings from teacher interviews and classroom observations showed substantial differences between the secondary and postsecondary environments. Secondary teachers reported a lack of technology resources in afterschool or tutoring programs outside the classroom to help their students with homework assignments. In contrast, community college instructors described opportunities for students to get support from academic coaches or tutors in assistive technology labs or learning centers. These results suggested that teachers’ beliefs and expectations about student learning characteristics and the need for individual assistance were important factors underlying the differences seen in technology use in their classrooms. Among the postsecondary students who agreed to be interviewed, two students held positive views about alternative formats for reading, writing, or note-taking while one student was slightly positive to neutral about the benefits of recorded notes. Findings suggested the need for an education plan that stretches across multiple semesters or school years and specifies technology supports for secondary and postsecondary students, along with any training and support needed. Future research could trace the short-term and long-term effects of the shift away from print textbooks to electronic texts to determine how digital media influence student learning outcomes." @default.
- W3212841199 created "2021-11-22" @default.
- W3212841199 creator A5073903052 @default.
- W3212841199 date "2017-01-01" @default.
- W3212841199 modified "2023-09-24" @default.
- W3212841199 title "Integrating Technology into Literacy Instruction for Students with Disabilities: Perspectives of Teachers and Students" @default.
- W3212841199 hasPublicationYear "2017" @default.
- W3212841199 type Work @default.
- W3212841199 sameAs 3212841199 @default.
- W3212841199 citedByCount "0" @default.
- W3212841199 crossrefType "journal-article" @default.
- W3212841199 hasAuthorship W3212841199A5073903052 @default.
- W3212841199 hasConcept C145420912 @default.
- W3212841199 hasConcept C15744967 @default.
- W3212841199 hasConcept C16443162 @default.
- W3212841199 hasConcept C19417346 @default.
- W3212841199 hasConcept C2778048005 @default.
- W3212841199 hasConcept C47177190 @default.
- W3212841199 hasConcept C509550671 @default.
- W3212841199 hasConcept C547764534 @default.
- W3212841199 hasConcept C71924100 @default.
- W3212841199 hasConceptScore W3212841199C145420912 @default.
- W3212841199 hasConceptScore W3212841199C15744967 @default.
- W3212841199 hasConceptScore W3212841199C16443162 @default.
- W3212841199 hasConceptScore W3212841199C19417346 @default.
- W3212841199 hasConceptScore W3212841199C2778048005 @default.
- W3212841199 hasConceptScore W3212841199C47177190 @default.
- W3212841199 hasConceptScore W3212841199C509550671 @default.
- W3212841199 hasConceptScore W3212841199C547764534 @default.
- W3212841199 hasConceptScore W3212841199C71924100 @default.
- W3212841199 hasLocation W32128411991 @default.
- W3212841199 hasOpenAccess W3212841199 @default.
- W3212841199 hasPrimaryLocation W32128411991 @default.
- W3212841199 hasRelatedWork W1228471600 @default.
- W3212841199 hasRelatedWork W142563060 @default.
- W3212841199 hasRelatedWork W1519991224 @default.
- W3212841199 hasRelatedWork W1564003152 @default.
- W3212841199 hasRelatedWork W1574496551 @default.
- W3212841199 hasRelatedWork W197958533 @default.
- W3212841199 hasRelatedWork W1990376642 @default.
- W3212841199 hasRelatedWork W2033558783 @default.
- W3212841199 hasRelatedWork W2062224503 @default.
- W3212841199 hasRelatedWork W2063829447 @default.
- W3212841199 hasRelatedWork W2107544086 @default.
- W3212841199 hasRelatedWork W2312447900 @default.
- W3212841199 hasRelatedWork W2467089711 @default.
- W3212841199 hasRelatedWork W2590403886 @default.
- W3212841199 hasRelatedWork W2972280861 @default.
- W3212841199 hasRelatedWork W2990392280 @default.
- W3212841199 hasRelatedWork W2993553890 @default.
- W3212841199 hasRelatedWork W3017185513 @default.
- W3212841199 hasRelatedWork W3023647143 @default.
- W3212841199 hasRelatedWork W3091793829 @default.
- W3212841199 isParatext "false" @default.
- W3212841199 isRetracted "false" @default.
- W3212841199 magId "3212841199" @default.
- W3212841199 workType "article" @default.