Date of Conferral

2021

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Billie Andersson

Abstract

Findings from previous studies indicate that general educators are rarely proficient in providing students with disabilities (SWD) opportunities to access the general education curriculum. This may be due to a lack of personalized learning instructional strategies in classrooms. The purpose of this study was to investigate the perspectives of general educators in inclusive, personalized learning environments on planning and using personalized learning instructional strategies to provide SWD access to the general education curriculum. Concepts in Bloom’s mastery learning theory—flexible pacing, differentiation and feedback—framed the study. A qualitative descriptive case study was used to investigate the research questions. Data were collected through semi-structured interviews with eight general educators and a review of the lesson plans provided by participants. Inclusion criteria required that participants used personalized learning strategies during the 2018 through 2021 school years with SWD in an elementary school. Descriptive coding and a priori coding were used to analyze data. A review of lesson plans showed the common instructional strategies planned across the classrooms. Participants noted the importance of differentiation, providing SWD time to reach mastery, and using data to drive instruction. Participants also identified barriers with administrative expectations. The results of this study can contribute to positive social change for SWD by identifying the instructional strategies used to give SWD access to the general education curriculum. As SWD have access to the same curriculum as their peers, opportunities for SWD may open as they leave the K–12 system and enter the community.

Download

Included in

Education Commons

Share

 
COinS