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“Without being able to read, what's literacy mean to them?”: Situated beliefs about literacy for students with significant disabilities.
- Source :
-
Teaching & Teacher Education . Oct2017, Vol. 67, p114-124. 11p. - Publication Year :
- 2017
-
Abstract
- Beliefs about students and pedagogical knowledge have been identified as key barriers to accessible general education content and contexts for students with significant disabilities. In this case study of a high school special education literacy class, I examine definitions of literacy, expectations about students, and self-efficacy in the process of teaching literacy to students with significant disabilities. Team members expressed disjointed understandings about the purpose of literacy, lacked pedagogical knowledge, and had poor self-efficacy. Beliefs about “high” and “low” students, defined by students' orality, affected team members’ perceptions about the feasibility and priority of literacy for various groups of students. [ABSTRACT FROM AUTHOR]
Details
- Language :
- English
- ISSN :
- 0742051X
- Volume :
- 67
- Database :
- Academic Search Index
- Journal :
- Teaching & Teacher Education
- Publication Type :
- Academic Journal
- Accession number :
- 124755893
- Full Text :
- https://doi.org/10.1016/j.tate.2017.06.003