Identifying Teachers' Perceptions And Beliefs Of Dyslexia And The Inclusion Of Students With Dyslexia In General Education

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dc.contributor.advisorLastrapes, Renee
dc.contributor.committeeMemberDivoll, Kent
dc.contributor.committeeMemberSeevers, Randy
dc.contributor.committeeMemberSimieou, Felix
dc.creatorCunningham, Mytra Arnette
dc.creator.orcid0000-0001-6213-2584
dc.date.accessioned2019-09-26T19:29:06Z
dc.date.available2019-09-26T19:29:06Z
dc.date.created2018-08
dc.date.issued2018-07-20
dc.date.submittedAugust 2018
dc.date.updated2019-09-26T19:29:07Z
dc.description.abstractThe purpose of this study was to investigate the perceptions of dyslexia and the beliefs of inclusion of students identified with dyslexia in the general education setting. The perceptions of general education and special education teachers were analyzed. Beliefs of inclusion held by general education teachers and dyslexia intervention specialists were also identified through face-to-face interviews. Analysis of the data revealed five themes which included general knowledge, training, instructional skills and strategies, programming, and social and emotional support. The findings from the study revealed that the teachers do not have a strong background knowledge of dyslexia, which indicates that additional work is necessary to support the teachers that work with students that had been identified with dyslexia.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/1450
dc.language.isoen
dc.subject.lcshDyslexia
dc.subject.lcshPerception
dc.titleIdentifying Teachers' Perceptions And Beliefs Of Dyslexia And The Inclusion Of Students With Dyslexia In General Education
dc.typeThesis
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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