Full metadata
Title
( Dis)ability workshop: the effect of growth mindset and universal design for learning on teacher understanding of disability and intelligence
Disability workshop
Description
According to national data, there continues to be an ongoing achievement gap between students with disabilities and their non-disabled peers (USDE, n.d.b). This data is representative of a continued disparity in academic performance for students in local Arizona school districts. To address this gap, many districts have implemented inclusion models in which students with disabilities spend increasing amounts of time in general education classrooms, in some cases for the majority of or all of their school day. However, the persistence of the achievement gap suggests that general education teachers working in inclusion models may be lacking systematic instructional methods for ensuring access to the curriculum for those with disabilities and other diverse learning needs.
The purpose of this action research study was to examine the impact that a series of professional development workshops had on teacher beliefs and understanding of disability, intelligence, and accessible pedagogy. The study was conducted over the course of a school semester at a kindergarten through 8th grade school in a large, semi-rural school district in southeastern Arizona. Ten teachers from a variety of grade levels and subject areas participated in the study along with a school psychologist and two school administrators. Theoretical frameworks guiding this project included critical disability theory, growth mindset, universal design for learning, and transformative learning theory. A mixed-methods action research approach was used to collect both qualitative and quantitative data in the form of surveys, interviews, and written reflections. The workshop series included five modules that began with activities fostering critical reflection of assumptions regarding disability and intelligence and ended with pedagogical strategies in the form of universal design for learning.
The results indicate that the innovation was successful in reshaping participant views of disability, intelligence, and pedagogy; however, changes in classroom instruction were small. Implications for future research and practice include more extended sessions on universal design for learning and a more diverse sample of participants. Workshop sessions utilized a variety of active learning activities that were well received by participants and will be included in future professional learning plans across the district.
The purpose of this action research study was to examine the impact that a series of professional development workshops had on teacher beliefs and understanding of disability, intelligence, and accessible pedagogy. The study was conducted over the course of a school semester at a kindergarten through 8th grade school in a large, semi-rural school district in southeastern Arizona. Ten teachers from a variety of grade levels and subject areas participated in the study along with a school psychologist and two school administrators. Theoretical frameworks guiding this project included critical disability theory, growth mindset, universal design for learning, and transformative learning theory. A mixed-methods action research approach was used to collect both qualitative and quantitative data in the form of surveys, interviews, and written reflections. The workshop series included five modules that began with activities fostering critical reflection of assumptions regarding disability and intelligence and ended with pedagogical strategies in the form of universal design for learning.
The results indicate that the innovation was successful in reshaping participant views of disability, intelligence, and pedagogy; however, changes in classroom instruction were small. Implications for future research and practice include more extended sessions on universal design for learning and a more diverse sample of participants. Workshop sessions utilized a variety of active learning activities that were well received by participants and will be included in future professional learning plans across the district.
Date Created
2018
Contributors
- Leckie, Adam (Author)
- Hermanns, Carl (Thesis advisor)
- Rotherum-Fuller, Erin (Committee member)
- Rupard, Jane (Committee member)
- Arizona State University (Publisher)
Topical Subject
- Adult Education
- Educational leadership
- Disability studies
- Critical Disability Theory
- disability
- growth mindset
- Transformative Learning Theory
- UDL
- Universal Design for Learning
- Students with disabilities--Study and teaching (Continuing education)--Arizona.
- Students with disabilities
- Students with disabilities--Education (Elementary)--Arizona.
- Students with disabilities
- Teachers--In-service training--Arizona.
- Teachers
Resource Type
Extent
xi, 183 pages : illustrations (some color)
Language
Copyright Statement
In Copyright
Primary Member of
Peer-reviewed
No
Open Access
No
Handle
https://hdl.handle.net/2286/R.I.49056
Statement of Responsibility
by Adam Leckie
Description Source
Viewed on September 7, 2018
Level of coding
full
Note
Partial requirement for: Ed.D., Arizona State University, 2018
Note type
thesis
Includes bibliographical references (pages 156-166)
Note type
bibliography
Field of study: Leadership and innovation
System Created
- 2018-06-01 08:01:07
System Modified
- 2021-08-26 09:47:01
- 2 years 7 months ago
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