Abstract/Details

Prototypical thinking of teachers regarding students labeled with a disability


2008 2008

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Abstract (summary)

With recent changes in the legislative directions (NCLB and IDEIA 2004) affecting education and the support to students with special needs, new thoughts have emerged in the identification, assessment, placement, and instruction of these students. The purpose of this study was to explore the prototypical thinking of teachers toward students with disabilities based on the categorical labels used in the classification of students. Social Cognitive and Ecological Theory provided a structure for a risk-resiliency framework to guide the research. Regular (n=18) and Special Education (n=18) teachers rated the categorical label stimuli on the two constructs of risk and resiliency. A repeated measure ANOVA was used to examine the differences in rating between the two teacher groups and a multidimensional scaling analysis (MDS) provided a topographical perspective of the neighborhood and dimensional aspects of the prototypes for each group on the two constructs. Results showed no differences between the groups based on the ANOVA however a unidimensional and the multidimensional analysis show distinct groupings mainly along physical-cognitive dimensions. The two teacher groups differed in their views of risk and resilience. A model of risk-resiliency is presented.

Indexing (details)


Subject
Social psychology;
Special education;
Teacher education
Classification
0451: Social psychology
0529: Special education
0530: Teacher education
Identifier / keyword
Education; Psychology; Disabilities; Ecological theory; Labeling; Prototypical thinking; Risk-resiliency framework; Teachers
Title
Prototypical thinking of teachers regarding students labeled with a disability
Author
Boudreau, Philip J.
Number of pages
95
Publication year
2008
Degree date
2008
School code
1351
Source
DAI-B 69/02, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9780549485414
Advisor
Bertrand, Art
Committee member
Kostere, Kim; Levinskas, Antanas
University/institution
Capella University
Department
School of Psychology
University location
United States -- Minnesota
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3297694
ProQuest document ID
304814908
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/304814908
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