Abstract
Special education teachers’ practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative methods included a constant comparative approach to coding of teachers’ open-ended interview data. The themes that emerged in this study highlight ways in which teachers’ determine student needs, provide student supports and services, and how they navigate the implementation of supports through collaboration and partnerships. Understanding teachers’ perceptions and navigation of policy requirements to meet students’ diverse needs provides insight to contextualize implementation decisions and provide examples for practice. Implications of these findings for practice are addressed.
| Original language | English (US) |
|---|---|
| Journal | Preventing School Failure |
| DOIs | |
| State | Published - Jan 1 2019 |
| Externally published | Yes |
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Keywords
- Special education
- teacher perception
- teacher voice
ASJC Scopus subject areas
- Education
- Developmental and Educational Psychology
Cite this
Teacher perceptions of implementation practices to support secondary students in special education. / Cavendish, Wendy; Morris, Chelsea T.; Chapman, Lindsey A.; Ocasio-Stoutenburg, Lydia; Kibler, Kristin.
In: Preventing School Failure, 01.01.2019.Research output: Contribution to journal › Article
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TY - JOUR
T1 - Teacher perceptions of implementation practices to support secondary students in special education
AU - Cavendish, Wendy
AU - Morris, Chelsea T.
AU - Chapman, Lindsey A.
AU - Ocasio-Stoutenburg, Lydia
AU - Kibler, Kristin
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Special education teachers’ practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative methods included a constant comparative approach to coding of teachers’ open-ended interview data. The themes that emerged in this study highlight ways in which teachers’ determine student needs, provide student supports and services, and how they navigate the implementation of supports through collaboration and partnerships. Understanding teachers’ perceptions and navigation of policy requirements to meet students’ diverse needs provides insight to contextualize implementation decisions and provide examples for practice. Implications of these findings for practice are addressed.
AB - Special education teachers’ practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative methods included a constant comparative approach to coding of teachers’ open-ended interview data. The themes that emerged in this study highlight ways in which teachers’ determine student needs, provide student supports and services, and how they navigate the implementation of supports through collaboration and partnerships. Understanding teachers’ perceptions and navigation of policy requirements to meet students’ diverse needs provides insight to contextualize implementation decisions and provide examples for practice. Implications of these findings for practice are addressed.
KW - Special education
KW - teacher perception
KW - teacher voice
UR - http://www.scopus.com/inward/record.url?scp=85067688521&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=85067688521&partnerID=8YFLogxK
U2 - 10.1080/1045988X.2019.1628000
DO - 10.1080/1045988X.2019.1628000
M3 - Article
AN - SCOPUS:85067688521
JO - Preventing School Failure
JF - Preventing School Failure
SN - 1045-988X
ER -