Dissertation
A case study: exploring parents' and teachers' perceptions of adaptive behavior instruction to determine their contribution to quality of life for students with complex disabilities in a Delaware specialized school
Doctor of Education (Ed.D.), Drexel University
Mar 2019
DOI:
https://doi.org/10.17918/1n2t-pm46
Abstract
The purpose of this intrinsic case study was to explore the perceptions of adaptive behavior instruction among educators and family members of students with complex disabilities in a specialized school setting in central Delaware. Participants shared their views on what skills should be taught to this student population or included in a specialized school curriculum. Participant opinions were obtained through semi-structured interviews and a focus group. Students enrolled in specialized school settings in Delaware range in age from 2 to 21 years. Their instruction is based on federal and state practices and regulations. The current educational policies do not call for teaching adaptive behavior, which is important to help individuals with complex disabilities achieve or maintain independence after they leave school. For this population, adaptive behavior skills often make the difference between employment and government assistance. As the community of individuals with disabilities increases, it is appropriate to consider the focus of current policies and procedures as well as the outcomes achieved by public education. The study revealed that although stakeholders viewed academic instruction as necessary within the public-school setting, they also considered instruction in adaptive behavior skills vital to favorable student outcomes. Adaptive behavior education was seen as necessary to help students continued their traditional education while also addressing crucial issues so as to enable positive post-school outcomes. The findings suggest that professional development for educational staff should be increased and that adaptive skills should be included in state policy guidelines.
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Details
- Title
- A case study
- Creators
- Virginia Vaughan - DU
- Contributors
- Joyce A. Pittman (Advisor) - Drexel University (1970-)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xiii, 113 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 9378; 991014632052004721