Abstract
In the USA, students with learning disabilities (LD), after students with speech and language impairments, are the second highest incidence disability category of children and youth receiving the majority of their education in inclusive classrooms. However, very few studies exist that share perspectives of school experiences by students with LD in inclusive classrooms. This qualitative study focuses upon the importance of student voice through interviews of 40 high school students with LD in 3 schools. We share our findings about specific teacher characteristics and pedagogical skills that influence student perceptions of effective and ineffective teachers. From these findings, we provide a descriptive summary of what students identify as teacher characteristics and pedagogical skills that help them learn best. Finally, we discuss the implications of our findings as related to theory, research, practice, and policy.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 1-22 |
| Number of pages | 22 |
| Journal | International Journal of Inclusive Education |
| DOIs | |
| State | Accepted/In press - Apr 20 2018 |
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Keywords
- co-teaching
- high school
- inclusive education
- learning disabilities
- Student perspectives
ASJC Scopus subject areas
- Education
- Arts and Humanities (miscellaneous)
Cite this
‘Sit in my seat’ : perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms. / Connor, David J.; Cavendish, Wendy.
In: International Journal of Inclusive Education, 20.04.2018, p. 1-22.Research output: Contribution to journal › Article
}
TY - JOUR
T1 - ‘Sit in my seat’
T2 - perspectives of students with learning disabilities about teacher effectiveness in high school inclusive classrooms
AU - Connor, David J.
AU - Cavendish, Wendy
PY - 2018/4/20
Y1 - 2018/4/20
N2 - In the USA, students with learning disabilities (LD), after students with speech and language impairments, are the second highest incidence disability category of children and youth receiving the majority of their education in inclusive classrooms. However, very few studies exist that share perspectives of school experiences by students with LD in inclusive classrooms. This qualitative study focuses upon the importance of student voice through interviews of 40 high school students with LD in 3 schools. We share our findings about specific teacher characteristics and pedagogical skills that influence student perceptions of effective and ineffective teachers. From these findings, we provide a descriptive summary of what students identify as teacher characteristics and pedagogical skills that help them learn best. Finally, we discuss the implications of our findings as related to theory, research, practice, and policy.
AB - In the USA, students with learning disabilities (LD), after students with speech and language impairments, are the second highest incidence disability category of children and youth receiving the majority of their education in inclusive classrooms. However, very few studies exist that share perspectives of school experiences by students with LD in inclusive classrooms. This qualitative study focuses upon the importance of student voice through interviews of 40 high school students with LD in 3 schools. We share our findings about specific teacher characteristics and pedagogical skills that influence student perceptions of effective and ineffective teachers. From these findings, we provide a descriptive summary of what students identify as teacher characteristics and pedagogical skills that help them learn best. Finally, we discuss the implications of our findings as related to theory, research, practice, and policy.
KW - co-teaching
KW - high school
KW - inclusive education
KW - learning disabilities
KW - Student perspectives
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U2 - 10.1080/13603116.2018.1459888
DO - 10.1080/13603116.2018.1459888
M3 - Article
AN - SCOPUS:85045748261
SP - 1
EP - 22
JO - International Journal of Inclusive Education
JF - International Journal of Inclusive Education
SN - 1360-3116
ER -