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You searched for subject:(mainstreamed students). Showing records 1 – 2 of 2 total matches.

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Northeastern University

1. Offreda, Liza Eleonora. Reading me back into school: successful deaf and hard of hearing readers in the mainstreamed setting.

Degree: EdD, School of Education, 2018, Northeastern University

The purpose of this narrative inquiry was to explore the experiences of adult deaf and hard of hearing people as they learned how to successfully read in a mainstreamed setting. The qualitative approach allows for deeper insight into the perspectives of the learner, as these adults reflected on their childhood experiences of literacy development and shared their personal, yet strikingly similar, stories of triumph. Linguistic and cultural narratives are presented, with a focus on the language use of the deaf community versus the hearing community, and on how much support subjects received in terms of access to language, especially in a hearing environment. The theoretical framework is shaped by sociocultural theory and focuses on the importance of social interaction, societys influence on each individuals development, cultural beliefs and attitudes that influence learning, and the environment of the learning process. Unpacking complex issues through narrative inquiry provides a lens into issues that deaf and hard of hearing students face as learners. The investigations in this study tap into those complex issues of history, culture, and language of the deaf community, and may be used as a source of inspiration and guidance for future policy discussions.

Subjects/Keywords: deaf and hard of hearing students; deaf education; literacy development; mainstreamed setting; narrative inquiry

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Offreda, L. E. (2018). Reading me back into school: successful deaf and hard of hearing readers in the mainstreamed setting. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20289745

Chicago Manual of Style (16th Edition):

Offreda, Liza Eleonora. “Reading me back into school: successful deaf and hard of hearing readers in the mainstreamed setting.” 2018. Doctoral Dissertation, Northeastern University. Accessed August 22, 2019. http://hdl.handle.net/2047/D20289745.

MLA Handbook (7th Edition):

Offreda, Liza Eleonora. “Reading me back into school: successful deaf and hard of hearing readers in the mainstreamed setting.” 2018. Web. 22 Aug 2019.

Vancouver:

Offreda LE. Reading me back into school: successful deaf and hard of hearing readers in the mainstreamed setting. [Internet] [Doctoral dissertation]. Northeastern University; 2018. [cited 2019 Aug 22]. Available from: http://hdl.handle.net/2047/D20289745.

Council of Science Editors:

Offreda LE. Reading me back into school: successful deaf and hard of hearing readers in the mainstreamed setting. [Doctoral Dissertation]. Northeastern University; 2018. Available from: http://hdl.handle.net/2047/D20289745

2. Ragland, George B., 1953-. An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served.

Degree: 1988, North Texas State University

The purpose of the study was to determine if occupational investigation teachers and vocational administrators held similar or differing attitudes toward the occupational investigation courses in relation to the mainstreamed handicapped students they served. The following conclusions were warranted from the findings of the analyses of the data. Findings derived from multiple T tests indicate that occupational investigation teachers perceive all survey item statements concerning Admission, Review, and Dismissal (ARD) meetings and the content of Individual Education Programs (IEPs) as occurring to a significantly lesser degree than do vocational administrators. There is no significant discrepancy in their perceptions toward the current practices of occupational investigation teacher training, student assessment, classroom accessibility, course content, or special education assistance described in the survey items. The results of the multiple T tests indicate that there are no significant differences between the attitudes and perceptions of occupational investigation teachers and vocational administrators in Texas toward the future of any of the conditions reflected in the survey items. Teachers and administrators agree that all of the current conditions reflected by the items should be promoted to a higher degree in the future. The results of the multiple T tests indicate a high degree of significance in the disparity between teachers and administrators with regard to their attitudes toward the amount of change and the degree of improvement in the conditions in the survey item statements reflecting ARD committee meetings and the uses of IEPs. However, no significant disparity was found between their perceptions of the difference between the current practice and the optimum condition for items illustrating teacher training, classroom accessibility, course content, student assessment, or special education assistance. Advisors/Committee Members: McLeod, Pat N., Martin, B. E., Rachel, Frank M., Holder, A. Doyle.

Subjects/Keywords: handicapped students; occupational investigation courses; mainstreamed students; Vocational guidance  – Texas.; People with disabilities  – Vocational guidance  – Texas.; Vocational education  – Texas.; Vocational teachers  – Texas  – Attitudes.; School administrators  – Texas  – Attitudes.; Mainstreaming in education  – Texas.

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ragland, George B., 1. (1988). An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served. (Thesis). North Texas State University. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc332122/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Ragland, George B., 1953-. “An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served.” 1988. Thesis, North Texas State University. Accessed August 22, 2019. https://digital.library.unt.edu/ark:/67531/metadc332122/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Ragland, George B., 1953-. “An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served.” 1988. Web. 22 Aug 2019.

Vancouver:

Ragland, George B. 1. An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served. [Internet] [Thesis]. North Texas State University; 1988. [cited 2019 Aug 22]. Available from: https://digital.library.unt.edu/ark:/67531/metadc332122/.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ragland, George B. 1. An Assessment of Occupational Investigation Courses in Texas in Relationship to Mainstreamed Handicapped Students Served. [Thesis]. North Texas State University; 1988. Available from: https://digital.library.unt.edu/ark:/67531/metadc332122/

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

.