Abstract

The inclusion of students with disabilities in the general education classroom has changed over time. Teachers in inclusive classrooms need the skills to teach all students, including students with disabilities. The National Center for Learning Disabilities (NCLD; 2019) reported in a survey of over 1500 general education teachers, only 17% noted they were well prepared to teach students with disabilities. A gap of in content knowledge exists between general and special education teacher preparation (Fonte et al., 2017) and the outcomes of students depends on the knowledge of the teacher (Burroughs et al, 2019). Lack of preparation of general education teachers' attributes to this current gap in meeting the needs of students with disabilities as seven states have specific requirements for meeting the needs of this population and only two states require clinical experiences in this targeted area (NCLD, 2019). One potential way to address this gap is through coaching. Currently, limited empirical evidence exists to determine the effectiveness of coaching as a professional development model and its impact on teacher practice (Desimone & Pak, 2017). The researcher in this study implemented the Classroom Strategies Coaching (Reddy & Dudek, 2016) model by collecting observation data using the Classroom Strategies Assessment System of teachers in their first five years in inclusive classrooms. The researcher compared three teachers' ratings who received coaching to three other teachers in business as usual. Teachers in the coaching group completed surveys to assess the social validity of the model. The comparison of the two groups showed increased implementation of the three teachers in the coaching groups' use of evidence-based practices.

Notes

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Graduation Date

2021

Semester

Fall

Advisor

Dieker, Lisa

Degree

Doctor of Philosophy (Ph.D.)

College

College of Community Innovation and Education

Department

School of Teacher Education

Degree Program

Education; Exceptional Education

Format

application/pdf

Identifier

CFE0008820; DP0026099

URL

https://purls.library.ucf.edu/go/DP0026099

Language

English

Release Date

December 2021

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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