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dc.contributor.authorStanley, Debra
dc.date.accessioned2014-03-21T15:09:16Z
dc.date.available2014-03-21T15:09:16Z
dc.date.issued2014-03-21
dc.identifier.urihttp://hdl.handle.net/1969.6/519
dc.descriptionA dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Education in Educational Leadership.en_US
dc.description.abstractThis qualitative dual case study with a cross-case comparison explored the attitudes, beliefs, and intentions of teachers regarding the implementation and use of digital text in the inclusive classroom. Grounded in Harris, Mishra, and Koehler's (2009) framework of Technological, Pedagogical, Content Knowledge (TPACK) and Rose and Meyer's (2002) framework of Universal Design for Learning (UDL) as a blueprint for designing inclusive classrooms that provide materials and methods, the purpose of this study was to identify how two teachers in inclusive classrooms located in South Texas, describe their experiences using digital text for students with learning disabilities. This purpose was also driven by the rationale that teachers are now required to provide curriculum and instructional delivery in accessible format to meet the learning needs of a diverse group of students. The findings indicated that both participants experienced challenges and struggles integrating digital text into the inclusive classroom. Their individual responses to the challenges and struggles affected their ability to implement UDL principles into their lesson design, and maintain the relationship between their TPACK components. The findings also indicated that a strong collaborative relationship between general education and special education teachers provided a solid foundation for the delivery of sound instruction that maintained balance between the TPACK components and created opportunities for learning that engaged and motivated a diverse population of students. The implications of this study raises questions about the ways in which special education and general education teachers are trained both professionally and academically to facilitate a collaborative relationship within the inclusive classroom. Furthermore, this study raises the question about the role of campus and district administrators in bringing together a collaborative relationship between general education and special education teachers.en_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with its source. All rights are reserved and retained regardless of current or future development or laws that may apply to fair use standards. Permission for publication of this material, in part or in full, must be secured with the author and/or publisher.en_US
dc.subjectAccessible instructional materialsen_US
dc.subjectInclusionen_US
dc.subjectTechnology integrationen_US
dc.subjectText-to-Speechen_US
dc.subjectTPACKen_US
dc.subjectUDLen_US
dc.titleLike a palm tree in a hurricane: a dual case study of digital text in the inclusive classroomen_US
dc.typeTexten_US
thesis.degree.disciplineEducational Leadershipen_US
thesis.degree.grantorTexas A & M University--Corpus Christien_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Educationen_US
dc.description.departmentEducational Leadership, Curriculum & Instructionen_US
dc.description.collegeCollege of Education and Human Developmenten_US
dc.type.genreDissertationen_US


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