An Analysis of Disability Specific Curriculum In A Specialized School for the Blind: A Case Study
Name:
azu_etd_1315_sip1_m.pdf
Size:
256.4Kb
Format:
PDF
Description:
azu_etd_1315_sip1_m.pdf
Author
Lohmeier, Keri LeeIssue Date
2005Keywords
expanded core curriculumspecialized schools blind
disability specific curriculum
visual impairments
balancing core curriculum
Advisor
Erin, JaneCommittee Chair
Erin, Jane
Metadata
Show full item recordPublisher
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
textElectronic Dissertation
Degree Name
EdDDegree Level
doctoralDegree Program
Special Education & RehabilitationGraduate College