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Students’ Self-perceptions of Support

Students’ Self-perceptions of Support. Anna Marie Villalobos. Research Questions. How do students with disabilities perceive their academic support in their general and special education classes ?

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Students’ Self-perceptions of Support

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  1. Students’ Self-perceptions of Support Anna Marie Villalobos

  2. Research Questions • How do students with disabilities perceive their academic support in their general and special education classes? • How do students with disabilities perceive their social support in their general education and special education classes? • How are the perceptions of academic and social support of students with disabilities related to their academic identity? • How does listening to the counterstories of students with disabilities affect teacher understanding of students’ academic and social supports as reflected in their lesson planning?   • How do the perceptions of academic and social supports of students with disabilities change in reaction to changes in teacher instruction?

  3. Academic Identity • Students who reported liking school or Regional Occupational Center had higher attendance rate and/or higher GPA • Students with lower GPA and low California Standard Test Scores preferred academic curricular and academic instructional supports • Two themes arose related to Academic Identity • Sense of Belonging • Equity (gender differences)

  4. Classroom Support Differences Students Teachers Organizational tools (notebooks) Study guides Notes Calendars Teacher gender differences • Direct explicit instruction • What do I need to learn? • Instructional/Individual Supports • More in depth; answer questions • Peer Supports • Increase group work; monitor groups • Curricular Supports • Study guides; modified work • Physical Supports • Some place quiet

  5. Students’ Themes • Supports • Instructional • Peer • Physical • Curricular • Onus to Learn • Equity • Favorite classes-engaging and relevant • Feeling of Success/Failure-rigorous and challenging general education

  6. Teachers’ Themes • Approaching the teacher • Student self-advocacy • Built-in obstacles • Gender differences

  7. Transformative Findings Students Teachers Acknowledgement of student as holder of knowledge Change in instruction not just special education students others as well Building learning partnerships • Holder of important knowledge • Increased self-advocacy • Increased self-efficacy • Change agent in classroom • Building learning partnerships

  8. Implications for Practice in Teacher/Administrator Preparation • Use this process to train teachers in teacher preparation and induction programs • Expand the use of student voice in the classroom to structure supportive classroom environments • Include students with disabilities early on in general education classes • Pursue rigor and challenging curriculum with support for students with disabilities • Administrators need to be trained in the importance of culture and context at the school site and in the classroom

  9. Implications for Practice in Schools • Classroom Environment • Controlled • Organized • Equitable • Comfortable • Instruction • Direct and Explicit • Peer • Engaging • Culturally Relevant Pedagogy and Universal Design for Learning • Role of Administrator in influencing school culture

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