Teacher perceptions of implementation practices to support secondary students in special education

Wendy Cavendish, Chelsea T. Morris, Lindsey A. Chapman, Lydia Ocasio-Stoutenburg, Kristin Kibler

Research output: Contribution to journalArticle

1 Citation (Scopus)

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 languageEnglish (US)
JournalPreventing School Failure
DOIs
StatePublished - Jan 1 2019
Externally publishedYes

Fingerprint

Special Education
special education
Students
teacher
student
qualitative method
Interviews
student teacher
coding
district
monitoring
interpretation
interview

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 journalArticle

Cavendish, Wendy ; Morris, Chelsea T. ; Chapman, Lindsey A. ; Ocasio-Stoutenburg, Lydia ; Kibler, Kristin. / Teacher perceptions of implementation practices to support secondary students in special education. In: Preventing School Failure. 2019.
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