Date Approved

12-21-2017

Embargo Period

12-22-2017

Document Type

Dissertation

Degree Name

EdD Educational Leadership (Doctor of Education)

Department

Educational Services and Leadership

College

College of Education

First Advisor

Johnson, Ane Turner

Second Advisor

Morettini, Brianne

Third Advisor

Elder, Brent

Subject(s)

Special education teachers--Training of

Disciplines

Disability and Equity in Education | Teacher Education and Professional Development

Abstract

The purpose of this qualitative instrumental case study was to explore the professional learning outcomes of teachers as they implement community-based instruction programs for students with disabilities in a New Jersey school district. The study was viewed through the theoretical lens of disabilities studies in education, which posits that the term disability is a socially constructed concept that leads to the systematic social and environmental disadvantage of people with disabilities.

The sample included public school teachers who have participated in a community-based instruction program for students with disabilities in Mountainview Public Schools in New Jersey. Data collection methods included semi-structured interviews and graphic elicitations. It was found that teachers experienced teacher learning outcomes such as flexibility, creativity, and problem-solving skills as a result of implementing community-based instruction. Teachers were better able to assess the needs of their students and consequently altered their teaching practices to promote the development of skills that are needed for transition into adulthood in society.

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