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Department of Special Education & Multiple Abilities

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Browsing Department of Special Education & Multiple Abilities by Author "Chapman, J. Keith"

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    The effects of virtual coaching on co-teachers' planning and instruction
    (University of Alabama Libraries, 2012) Ploessl, Donna Marie; Rock, Marcia L.; Gregg, Madeleine; University of Alabama Tuscaloosa
    Recent legislation requires that students with disabilities receive equal access to the same educational opportunities as their typically developing peers (Cook et al., 2011). Therefore, most students with disabilities receive all or part of their education in the general education classrooms (U.S. Department of Education, 2008). Because of the diverse needs of students within the classrooms, co-teaching has become a popular method of special education service provision. The purpose of this study was to investigate the efficacy of virtual coaching provided to practicing co-teachers as they planned and cooperatively carried out instruction in the general education classroom. Single-case (ABAB) within participants withdrawal design was used to investigate the effectiveness of virtual coaching through online technologies on three co-teaching dyads (n=6). Data were collected through observations of archived video files, a Likert-type communication scale, and observational scales published in the co-teaching literature. Semi-structured interviews provided a measure of social validity. The efficacy of the virtual coaching intervention was examined through visual inspection of the data and percentage of nonoverlapping data. Observers used time-sampling measures to document student engagement during baseline and intervention conditions. Results indicated that all teachers increased use of varied co-teaching models and student-specific accommodations. Praise remained high while redirection of student behavior decreased over the length of the study. Students and co-teachers were not distracted by the virtual coaching intervention. The limitations of the study, implications for research and practice, as well as suggestions for future research are discussed. This study extended the work of Rock et al. (2009) and Scheeler et al. (2010).
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    The importance of funds of knowledge on economically disadvantaged rural European American students
    (University of Alabama Libraries, 2012) Burton, Whitney Blair; Mutua, Kagendo; Kuntz, Aaron M.; University of Alabama Tuscaloosa
    The identification and utilization of community funds of knowledge has been essential in understanding and assisting cultural groups to bridge the achievement gap. The purpose of this study was to examine the community funds of knowledge, the role of the parent, and the partnerships of a rural school in southeastern Appalachia, United States. Qualitative research enabled exploration of interactions between parents and teachers, roles parents play in the educational process, and teachers' use of existing funds of knowledge in the provision of educational services to young at-risk children. Two pre-kindergarten teachers and four families were involved in the study from the 2009 -2010 state pre-kindergarten program. The data from ethnographic semi-structured interviews, observations, and documents were coded, categorized, and identified by themes. Results indicated that the school functioned as connector between the community and its residents. Teachers were cognizant of the community funds of knowledge and utilized this knowledge in their teaching and assessment practices. The teachers gained cultural literacy through participation and observation of school and community events and interactions. As a result of having only one mid-year conference report, there was limited evidence to conclude the teachers' documentation of students' community funds of knowledge within the context of the select community. Although teachers engaged in practices that strengthened family involvement, the home-school partnerships could be enriched. Families informally partnered by teaching foundational skills at home. The recognized partnership began when the children enrolled in school with families engaging in volunteering, extending learning at home, decision-making, and collaborating with the school community. An added outcome was the relationship between the community and the school. The relationship was reciprocal with positive outcomes for community members, businesses, teachers, and students, and families. This partnership is unique and dates back to the establishment of the community with special emphasis given to the character and values of the local residents. Additional research can focus on the communication of educational standards prior to entering school and increasing the participation of marginalized populations. Teacher perceptions of student backgrounds can also be reviewed in light of their effect on the quality of school-family partnerships.