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dc.contributor.authorPedersen, Mette J.
dc.date.accessioned2012-07-05T21:48:15Z
dc.date.available2012-07-05T21:48:15Z
dc.date.issued2012-07-05
dc.date.submittedMay 2012
dc.identifier.urihttp://hdl.handle.net/1928/20862
dc.description.abstractThrough a series of individual ethnographic interviews and focus groups, I explored the expectations and anticipations of middle and high school special education teachers as they carry out their professional charge of educating their students with intellectual disability for lives in the least restrictive environment, including possible adult roles as partners and parents. This study examined the choices teachers make, including teaching curriculum and professional responsibility, as they approach their professional duties in educating their students with ID for life beyond the classroom. Teachers were asked to share their expectations of themselves in preparing their students and their anticipation of their students’ adult lives once they leave the school system. Analysis of qualitative data gathered through both recorded individual interviews and focus groups revealed three major domains in which the data clustered including: (a) boundaries; (b) dangers and threats; and (c) responsibility for change. Themes within each domain also emerged to reveal concerns among the teachers for their students’ safety, preparation for adult roles, tension with parents, and lack of school leadership. While this research focused on expectations and anticipations of middle and high school teachers in preparing their students for adult roles, including those of partner and parent, it revealed the need for attention to many aspects of the implementation of an educational program, including utilization of the IEP for individual educational planning and actualization of IDEA as tools to ensure students receive an appropriate education that prepares them for future roles in an inclusive society. Teachers struggled to exercise personal agency and action in making changes and seemed to be unsafe in exploring that possibility within the culture of the school and larger educational systems in which they worked.en_US
dc.language.isoen_USen_US
dc.subjectIntellectual disabilityen_US
dc.subjectmiddle and high school teachersen_US
dc.subjectpartnering and parentingen_US
dc.subject.lcshSpecial education teachers -- Attitudes
dc.subject.lcshChildren with mental disabilities -- Education (Secondary)
dc.subject.lcshYouth with mental disabilities -- Marriage
dc.titleEXPECTATIONS AND ANTICIPATIONS OF MIDDLE AND HIGH SCHOOL SPECIAL EDUCATION TEACHERS IN PREPARING THEIR STUDENTS WITH INTELLECTUAL DISABILITY FOR FUTURE ADULT ROLES INCLUDING THOSE AS PARTNER AND PARENTen_US
dc.typeDissertationen_US
dc.description.degreeSpecial Educationen_US
dc.description.levelDoctoralen_US
dc.description.departmentUniversity of New Mexico. Division of Educational Specialtiesen_US
dc.description.advisorLuckasson, Ruth
dc.description.committee-memberScherba de Valenzuela, Julia
dc.description.committee-memberTrinidad Galván, Ruth
dc.description.committee-memberCopeland, Susan


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