Secondary Engineering Design Graphics Educator Service Load of Students with Identified Categorical Disabilities and Limited English Proficiency
AbstractThe ever-changing student population of engineering design graphics students necessitates broader sets of instructor adeptness. Specifically, preparedness to educate and provide adequate educational access to content for students with identified categorical disabilities and Limited English Proficiency (LEP) is now an essential readiness skill for engineering design graphics educators at the secondary level (see Appendix A for a full list of acronyms). Through the School and Staffing Survey Teacher Questionnaire (SASS TQ), engineering design graphics educator service load results for students with disabilities and LEP were identified. Of specific note was the upward service load trend between the 2007-2008 SASS TQ and the 2011-2012 SASS TQ and the implications for high school engineering design graphics courses, learning environments, and teacher abilities.
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