dc.contributor.advisor | Williams-Diehm, Kendra | |
dc.contributor.author | Reynolds, Matthew | |
dc.date.accessioned | 2020-05-19T15:47:40Z | |
dc.date.available | 2020-05-19T15:47:40Z | |
dc.date.issued | 2020-05 | |
dc.identifier.uri | https://hdl.handle.net/11244/324421 | |
dc.description.abstract | Self-determination is a best practice in special education and is taught to younger students with a disability to provide a foundation for academic success; yet these practices are dependent on teacher implementation. It is up to Deaf education elementary teachers to utilize self-determination and its components within their classrooms to support deaf and hard of hearing (DHH) students. The purpose of this study is to establish a case for instructing elementary teachers of DHH students concerning concepts related to self-determination that will increase the academic and postsecondary transition outcomes of their students. Determining the knowledge Deaf education elementary teachers (grades 1-6), have in relation to self-determination, its implementation in the classroom, and the barriers teachers face will be discussed. A mixed methods approach was utilized. One hundred and seventy-nine Deaf education elementary teachers participated in the survey and six survey participants were interviewed. Data analysis indicated teachers perceived self-determination important and advocated to start self-determination in the elementary grades, yet implementation of self-determination meager. Teachers also rated self-awareness and self-knowledge, and self-management and self-regulation as the most important self-determination components for DHH students. | en_US |
dc.language | en_US | en_US |
dc.rights | Attribution-NonCommercial-ShareAlike 4.0 International | * |
dc.rights.uri | https://creativecommons.org/licenses/by-nc-sa/4.0/ | * |
dc.subject | deaf and hard of hearing students | en_US |
dc.subject | self-determination | en_US |
dc.subject | elementary education | en_US |
dc.subject.lcsh | Moral education (Elementary)--Public opinion | |
dc.subject.lcsh | Autonomy (Psychology)--Study and teaching (Elementary)--Public opinion | |
dc.subject.lcsh | Teachers of the deaf--United States--Attitudes | |
dc.subject.lcsh | Deaf children--Education (Elementary) | |
dc.subject.lcsh | Hearing impaired children--Education (Elementary) | |
dc.subject.lcsh | Public opinion--United States | |
dc.title | Deaf Education Elementary Teachers' Perceptions on Self-Determination: A Mixed Methods Study | en_US |
dc.contributor.committeeMember | Terry, Robert | |
dc.contributor.committeeMember | Hennessey, Maeghan | |
dc.contributor.committeeMember | Peltier, Corey | |
dc.contributor.committeeMember | King, Jess Freeman | |
dc.date.manuscript | 2020-04 | |
dc.thesis.degree | Ph.D. | en_US |
ou.group | Jeannine Rainbolt College of Education::Department of Educational Psychology | en_US |
shareok.nativefileaccess | restricted | en_US |