Secondary Engineering Design Graphics Educator Service Load of Students with Identified Categorical Disabilities and Limited English Proficiency

The 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 Proficien...

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Bibliographic Details
Published inEngineering design graphics journal Vol. 78; no. 1; pp. 1 - 10
Main Authors Ernst, Jeremy V, Li, Songze, Williams, Thomas O
Format Journal Article
LanguageEnglish
Published Engineering Design Graphics Division, American Society for Engineering Education 2014
Subjects
Access to Education
Design
Disabilities
Engineering
Faculty Workload
High School Students
Identification
Limited English Speaking
Questionnaires
Schools and Staffing Survey (NCES)
Secondary School Students
Teacher Attitudes
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Summary:The 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.
ISSN:0046-2012