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    An Analysis of Disability Specific Curriculum In A Specialized School for the Blind: A Case Study

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    Author
    Lohmeier, Keri Lee
    Issue Date
    2005
    Keywords
    expanded core curriculum
    specialized schools blind
    disability specific curriculum
    visual impairments
    balancing core curriculum
    Advisor
    Erin, Jane
    Committee Chair
    Erin, Jane
    
    Metadata
    Show full item record
    Publisher
    The University of Arizona.
    Rights
    Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
    Abstract
    This study analyzes the changes in disability-specific curriculum that took place in one specialized school for the blind driven by academic priorities from 1995 to 2005. The framework used in this case study approach analyzed the school's past and present (1) Artifacts - visible organizational structures and materials, (2) Expressed Values- explicitly written or stated beliefs and policies, and (3) Underlying Assumptions- unspoken attitudes and beliefs. Variables for change among the areas of teacher training, team teaching, evaluation systems, IEP's, state standards, the school improvement plan, short term and summer programming, as well as the residential program were all targeted to balance academics with an Expanded Core curriculum. The results indicate a balanced curriculum for some of the variables while other areas continue to reflect the struggle of mandates.
    Type
    text
    Electronic Dissertation
    Degree Name
    EdD
    Degree Level
    doctoral
    Degree Program
    Special Education & Rehabilitation
    Graduate College
    Degree Grantor
    University of Arizona
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