Friday, March 30
11:30 AM-12:30 PM
EDT
Edison Ballroom D

Learning Outcomes Increase for Students with Intellectual Disability When Special Education Teachers Hold More Priorities Focused on Educational Supports

Roundtable ID: 51687
  1. aaa
    Soonhwa Seok
    Korea University
  2. aaa
    Boaventura DaCosta
    Solers Research Group

Abstract: This study aimed at identifying dimensions of curricula for students with intellectual disability by investigating special education teachers’ priorities for educational supports for their students. A total of 1,072 special education teachers across 38 private and public schools offered (a) demographic information about their students and themselves and their students’ skill levels and achievements; and (b) rated their priorities in terms of educational supports. Based on these priorities, the findings revealed four dimensions of curricula for the students: Daily Living/Coping Skills, Community/Home Skills, Emotional/Behavioral Difficulties, and Self-Care Skills. Special education teachers’ highest priority dimensions were Daily Living/Coping Skills and Self-Care Skills. Prediction equations were also found between teachers’ priorities in each dimension and students’ corresponding achievement levels, offering evidence that teachers’ priorities have an impact on students’ learning outcome.

No presider for this session.

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