Dissertation
Elementary special educators' perceptions of preparedness to support students with trauma histories: an instrumental case study
Doctor of Education (Ed.D.), Drexel University
Apr 2021
DOI:
https://doi.org/10.17918/00000392
Abstract
Despite the plethora of skills special educators obtain throughout their preservice and in-service training, many special educators feel ill-prepared to work effectively with students with disabilities who have experienced trauma. This instrumental case study was conducted at a low-income public school where over 85% of enrolled students came from low socioeconomic backgrounds. The purpose of this study was to gather input from elementary special educators regarding their preservice and in-service training related to supporting students with trauma histories in the school setting. To gather this input, the researcher asked participants to describe in detail their day-to-day experiences working with students who had experienced trauma, the trauma training they had received, and their perceptions of how prepared they felt to adequately meet the needs of students with trauma histories. By gathering this qualitative data, the researcher's ultimate purpose was to pinpoint available trauma training opportunities for special education teachers for future provision. Results of the study included: (a) teachers' general awareness, knowledge, and ability to identify signs and causes of trauma among students is a significant contributing factor to appropriately addressing the manifestations and effects of trauma in the classroom; (b) the inclusion of trauma-related competencies and standards within undergraduate teaching degree coursework is a critical component of effective preparation for working with students who have experienced trauma; and (c) opportunities for teachers to obtain information and experience during district in-service professional development is a key component in supporting teachers as they support students who have experienced trauma. Keywords: Trauma, manifestations of trauma, pre-service and in-service training, professional development, trauma competencies and standards
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Details
- Title
- Elementary special educators' perceptions of preparedness to support students with trauma histories
- Creators
- Laura Ann Creek
- Contributors
- Janet Marie Sloand (Advisor)
- Awarding Institution
- Drexel University
- Degree Awarded
- Doctor of Education (Ed.D.)
- Publisher
- Drexel University; Philadelphia, Pennsylvania
- Number of pages
- xii, 135 pages
- Resource Type
- Dissertation
- Language
- English
- Academic Unit
- School of Education (1997-2026); Drexel University
- Other Identifier
- 991015051549104721