DSpace Repository

PERCEPTIONS OF COMMUNITY COLLEGE PROFESSORS REGARDING INSTRUCTIONAL PRACTICES FOR STUDENTS WITH DISABILITIES

Show simple item record

dc.contributor.author Shivers, Paralee
dc.date.accessioned 2022-06-22T19:28:34Z
dc.date.available 2022-06-22T19:28:34Z
dc.identifier.uri http://hdl.handle.net/20.500.12262/264
dc.description.abstract Roberson-Shivers, Paralee A., A phenomenological descriptive study of perceptions of community college professors regarding instructional practices for students with disabilities at a college system in southeast Texas. Doctor of Education (Special Education Leadership), May 2021, Houston Baptist University, Houston, Texas. The purpose of this qualitative study was to describe the perceptions of community college professors regarding the instructional practices for addressing the needs of students with disabilities at postsecondary institutions in Southeast Texas. The participants for this study were purposefully selected from within a population of faculty as a snowball sampling. A total of 11 participants responded to the invitation to participate in the interview sessions. Participants addressed all questions on the questionnaire during the interview sessions. In the descriptive study, the researcher used the qualitative research methodology of hermeneutical phenomenology. In doing so, the researcher gained knowledge as the participants in this study conveyed their feelings, which described what they perceived and sensed through their own experiences. The overall findings on the participants’ questionnaire responses and interviewee sessions indicated that fifteen themes embedded in four categories emerged. The themes for the Accommodations category included statement needed in syllabus, sensory impaired students, testing, and administrating exams. The themes for Student Engagement category included in-class settings and online settings. The themes for Information and Training category included face-to-face training, online video training, and external facilitated training. The themes for Classroom Assistants, Assistive Software, and Technological Tools included sign language interpreters, note-takers, Communication Access Real-Time Translation (CART), Canvas, Kaltura, YouTube videos, and PowerPoint presentations. Based on responses from participants in this study, provided support and skills needed to work successfully when providing instructions to students with disabilities at a postsecondary institution.
dc.title PERCEPTIONS OF COMMUNITY COLLEGE PROFESSORS REGARDING INSTRUCTIONAL PRACTICES FOR STUDENTS WITH DISABILITIES
dc.date.updated 2021-05-17T22:05:48Z
dc.language.rfc3066 en


Files in this item

This item appears in the following Collection(s)

Show simple item record

Search


Browse

My Account