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Direct linkHopkins, Shari L.; Dymond, Stacy K. – Intellectual and Developmental Disabilities, 2020
Teachers of high school students with severe disabilities are charged with making decisions about educational programming that prepares students for life post-school. This includes decisions about using community-based instruction (CBI) to teach skills that students will need to participate in the community. This qualitative study investigated the…
Descriptors: Teacher Attitudes, Decision Making, Teaching Methods, High School Teachers
Ruppar, Andrea L.; Dymond, Stacy K.; Gaffney, Janet S. – Research and Practice for Persons with Severe Disabilities (RPSD), 2011
The purpose of this study was to investigate teachers' perspectives on the appropriate skills and settings for literacy instruction, the factors influencing their decisions about literacy instruction, and the barriers to literacy instruction in general education classrooms. A sample of special education teachers (n = 69) of students taking the…
Descriptors: Augmentative and Alternative Communication, Alternative Assessment, Special Education Teachers, Teacher Attitudes
Dymond, Stacy K.; Renzaglia, Adelle; Rosenstein, Amy; Chun, Eul Jung; Banks, Ronald A.; Niswander, Vicki; Gilson, Christie L. – Research and Practice for Persons with Severe Disabilities (RPSD), 2006
Case study methodology was used in combination with a participatory action research (PAR) approach to examine the process of redesigning one high school science course to incorporate the principles of Universal Design for Learning (UDL) and to promote access to the general curriculum. The participants included one general education teacher and two…
Descriptors: Teaching Methods, Access to Education, Student Participation, Learning Theories
