Abstract
This study examined the perspectives of special education educators (SPED:Es) on preparing their students with moderate to severe disability to be future-ready. Data collection included semi-structured interviews and two focus groups with SPED:Es from one SPED school in Singapore, with COVID-19 pandemic restrictions. The aim was to generate theory on their perspectives about preparing students with moderate to severe disabilities to be "future-ready", to live, learn and work in the 21st century. The interpretivist study, utilising adapted grounded theory data analysis, revealed that SPED:Es adopted a pragmatic approach. Recommendations for policy, research and practice are presented.
| Original language | English |
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| Qualification | Doctorate |
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| Award date | 27 Jun 2025 |
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| Publication status | Unpublished - 2024 |
Access to Document
- THESIS - DOCTOR OF EDUCATION - KEE Kiak Nam - 2024
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