Show simple item record

dc.contributor.advisorErin, Janeen_US
dc.contributor.authorLohmeier, Keri Lee*
dc.creatorLohmeier, Keri Leeen_US
dc.date.accessioned2011-12-05T22:07:00Z
dc.date.available2011-12-05T22:07:00Z
dc.date.issued2005en_US
dc.identifier.urihttp://hdl.handle.net/10150/193877
dc.description.abstractThis 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.
dc.language.isoENen_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © 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.en_US
dc.subjectexpanded core curriculumen_US
dc.subjectspecialized schools blinden_US
dc.subjectdisability specific curriculumen_US
dc.subjectvisual impairmentsen_US
dc.subjectbalancing core curriculumen_US
dc.titleAn Analysis of Disability Specific Curriculum In A Specialized School for the Blind: A Case Studyen_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.contributor.chairErin, Janeen_US
dc.identifier.oclc137354991en_US
thesis.degree.grantorUniversity of Arizonaen_US
thesis.degree.leveldoctoralen_US
dc.contributor.committeememberTopor, Ireneen_US
dc.contributor.committeememberChalfant, Jamesen_US
dc.identifier.proquest1315en_US
thesis.degree.disciplineSpecial Education & Rehabilitationen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.nameEdDen_US
refterms.dateFOA2018-06-24T17:57:45Z
html.description.abstractThis 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.


Files in this item

Thumbnail
Name:
azu_etd_1315_sip1_m.pdf
Size:
256.4Kb
Format:
PDF
Description:
azu_etd_1315_sip1_m.pdf

This item appears in the following Collection(s)

Show simple item record