Date

Winter 12-13-2019

Document Type

Education 590 Project

First Advisor

Reynolds, Patricia

Department Chair or Program Director

Sheckels, Marie

Degree Name

Master of Education

Major or Concentration

Education

Department or Program

Education

Abstract

Research has shown that instructional technologies can be harnessed by educators as powerful tools to both create and enhance forms of differentiation in order to provide a more engaging and interactive inclusive classroom for students with and without disabilities. However, these technologies are often under-utilized for students with disabilities in the inclusive classroom and are instead used as simple substitutes for printed assignments. The objective of this study was to learn how English teachers at the secondary level use and understand instructional technologies and how they differentiate instruction in an inclusive classroom. An online survey was conducted to obtain data on English teachers’ perception and use of instructional technology in their own inclusive classes. This research addresses issues found in current usage of instructional technologies and provides insight on how to optimize differentiation in the inclusive English classroom.

Language

English

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