Administrator Perspectives on Writing Instructional Practices for Students With Complex Learning Needs: A Pilot Study.
The adoption of national literacy standards has resulted in writing becoming a priority for students with complex learning needs (CLN). Given extrinsic (school-based) and intrinsic (student-based) barriers, there is a need to understand how educational systems can provide innovative research- and st...
| Publicado en: | Topics in Language Disorders Vol. 39; no. 2; pp. 208 - 228 |
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| Autores principales: | , , |
| Formato: | research tables/charts Journal Article |
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Lippincott Williams & Wilkins
Apr-Jun2019
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=136133337&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 136133337 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02718294 TLD jtl: Topics in Language Disorders issn: 02718294 maglogo: N pubinfo: dt: Apr-Jun2019 vid: 39 iid: 2 pid: 5086 pub: Lippincott Williams & Wilkins place: Baltimore, Maryland artinfo: ui: 136133337 136133337 136133337 10.1097/TLD.0000000000000184 136133337 ppf: 208 ppct: 20 formats: tig: atl: Administrator Perspectives on Writing Instructional Practices for Students With Complex Learning Needs: A Pilot Study. aug: au: Sturm, Janet M. Asaro-Saddler, Kristie Nitzel, Audrey affil: Department of Communication Sciences and Disorders, Central Michigan University, Mount Pleasant sug: subj: Attitude Evaluation Knowledge Evaluation Administrative Personnel Writing Students with Disabilities Information Needs Human Pilot Studies Qualitative Studies Convenience Sample Purposive Sample Teachers Implementation Science Leadership Interviews Autism Spectrum Disorder Professional Development Thematic Analysis Descriptive Statistics Student Attitudes Faculty Attitudes Teaching Methods ab: The adoption of national literacy standards has resulted in writing becoming a priority for students with complex learning needs (CLN). Given extrinsic (school-based) and intrinsic (student-based) barriers, there is a need to understand how educational systems can provide innovative research- and standards-based writing instruction for these students. The creation of new educational standards and expectations, however, does not result in rapid and immediate change in how instruction occurs for these students. The purpose of this pilot study was to collect data concerning the knowledge, attitudes, and observed barriers toward writing instruction for students with CLN as perceived by educational administrators. Method: This preliminary study was anchored in the field of implementation science to better understand readiness, adoption, and sustainability of innovative writing instructional practices for students with CLN. Administrator perceptions were obtained through didactic interviews, and a qualitative research design was used to understand themes from the data. Results: Results showed that a central challenge across educators is a lack of awareness that change in instructional practice is needed, as well as a perception that these students are not capable of becoming writers. Educational administrators also identified factors that increase positive outcomes when implementing writing instruction for students with CLN. Conclusions: To effectively implement writing instruction for students with CLN, educational administrators will need to consider barriers that impact readiness, adoption, and sustainability and develop systematic solutions that increase overall success. pubtype: Academic Journal doctype: research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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