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

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.

Keywords:

• Special education
• teacher perception
• teacher voice

Additional information

Notes on contributors

Wendy Cavendish

Wendy Cavendish is an associate professor in the Department of Teaching and Learning at the University of Miami. Her research focus includes youth and teacher perspectives of transition supports for diverse secondary students with disabilities.

Chelsea T. Morris

Chelsea T. Morris is an assistant professor at the University of West Georgia. Dr. Morris's current teaching and research projects focus on bias in the perceptions of children's behavior in early childhood, practice-based coaching in the nationally recognized Pyramid Model framework, and the engagement of communities and families for school improvement.

Lindsey A. Chapman

Lindsey A. Chapman is a clinical assistant professor at the University of Florida. Her current research interests are teachers’ instructional decision-making, perceived autonomy, and models of professional learning.

Lydia Ocasio-Stoutenburg

Lydia L. Ocasio-Stoutenburg is a PhD Candidate at the University of Miami. Her current research interests include parent and caregiver advocacy for children with developmental delays, critical perspectives on disability, and promoting access for students with historically marginalized identities.

Kristin Kibler

Kristin Kibler is a former high school teacher and literacy coach. She received her PhD from the University of Miami. Her current research interests are using culturally relevant texts, asset pedagogies, critical literacy, and bilingual education to leverage students’ strengths and community cultural wealth.