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Curriculum Design in Special Education: Factors and Influences

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Title	Curriculum Design in Special Education: Factors and Influences
Author	Kinnaird, Justine R
Subject	Curriculum planning Special education
Abstract	The purpose of this study was to depart from theory and focus on the realities of day to day decisions special education teachers are asked to make. The chief purpose of this study was to gain insight into the factors that influence curriculum design such as high stakes testing, teacher experience, knowledge of content, teacher training, collaboration and materials. In order to do so, the researcher designed an on-line survey that focused on curriculum design. Additional information and insights were gleaned from the study. For example, were teachers using Common Core Standards (CCS) as a measuring stick when designing curriculum and choosing materials? Were teachers employing best practices when designing curriculum? Were teachers balancing priorities, such as IEP goals, high stakes tests and class pace? Were students given the opportunity to gain access to and progress in the general education curriculum? It is important to examine authentic day to day instructional decisions and activities in order to understand gaps between best practice research and legislative demands and actual classroom practices. It was the hope of the researcher that this study would determine whether there was a need for more instructional materials and/or further professional development for the special education staff members taking part in the study.
Date submitted	2012-12-11
Date accepted	2012
Type	text
Format	application/pdf
Source	Cardinal Stritch University Library
Original ID	MAE 1-1205
Degree	Master of Arts in Special Education
Advisor	Kowalski, Gabrielle, Sister
Degree granting institution	Cardinal Stritch University
Relation	Digital reproduction
Full-text searchable	yes
Publication type	Thesis
Language	eng
Digital production information	Microsoft Word file converted to PDF
Original item format	54 pages, tables
Rights	Open access (work accessible by anyone creator and university retain rights. Please credit source).
Date created	2012-12-14