References
- Anagnostopoulos, D. (2003). The new accountability, student failure, and teachers’ work in urban high schools. Educational Policy, 17(3), 291–316. https://doi.org/https://doi.org/10.1177/0895904803017003001
- Ball, D. L., & Forzani, F. M. (2009). The work of teaching and the challenge of teacher education. Journal of Teacher Education, 60(5), 497–511. https://doi.org/https://doi.org/10.1177/0022487109348479
- Bettini, E., Crockett, J., Brownell, M., & Merrill, K. (2016). Relationships between working conditions and special education teachers’ instruction. The Journal of Special Education, 50(3), 178–190. https://doi.org/https://doi.org/10.1177/0022466916644425
- Bettini, E., Cumming, M., Merrill, K., Brunsting, N., & Liaupsin, C. (2017). Working conditions in self–contained settings for students with emotional disturbance. The Journal of Special Education, 51(2), 83–94. https://doi.org/https://doi.org/10.1177/0022466916674195
- Billingsley, B. S. (2004). Special education teacher retention and attrition: A critical analysis of the research literature. The Journal of Special Education, 38(1), 39–55. https://doi.org/https://doi.org/10.1177/00224669040380010401
- Booher-Jennings, J. (2005). Below the bubble: “Educational triage” and the Texas accountability system. American Educational Research Journal, 42(2), 231–268. https://doi.org/https://doi.org/10.3102/00028312042002231
- Bray, L. E., & Russell, J. L. (2018). The dynamic interaction between institutional pressures and activity: An examination of the implementation of IEPs in secondary inclusive settings. Educational Evaluation and Policy Analysis, 40(2), 243–266. https://doi.org/https://doi.org/10.3102/0162373718756189
- Charmaz, K. (2014). Constructing grounded theory. SAGE Publications.
- Coburn, C. E. (2001). Collective sensemaking about reading: How teachers mediate reading policy in their professional communities. Educational Evaluation and Policy Analysis, 23(2), 145–170. https://doi.org/https://doi.org/10.3102/01623737023002145
- Cohen, D. K. (2011). Teaching: Practice and its predicaments. Harvard University Press.
- Evans, T., (2015). Professionals and discretion in street-level bureaucracy. In P. Hupe, M. Hill, & A. Buffat (Eds.). Understanding street-level bureaucracy (pp. 279–294). Policy Press at the University of Bristol.
- Fuchs, W. W. (2010). Examining teachers’ perceived barriers associated with inclusion. SRATE Journal, 19(1), 30–35.
- Geiger, T., & Pivovarova, M. (2018). The effects of working conditions on teacher retention. Teachers and Teaching, 24(6), 604–625. https://doi.org/https://doi.org/10.1080/13540602.2018.1457524
- Ghere, G., & York-Barr, J. (2007). Paraprofessional turnover and retention in inclusive programs: Hidden costs and promising practices. Remedial and Special Education, 28(1), 21–32. https://doi.org/https://doi.org/10.1177/07419325070280010301
- Giangreco, M. F., Suter, J. C., & Hurley, S. M. (2013). Revisiting personnel utilization in inclusion-oriented schools. The Journal of Special Education, 47(2), 121–132. https://doi.org/https://doi.org/10.1177/0022466911419015
- Gillborn, D., & Youdell, D. (2000). Rationing education: Policy, practice, reform and equity. Open University Press.
- Goldstein, L. (2008). Kindergarten teachers making “Street-Level” education policy in the wake of No Child Left Behind. Early Education & Development, 19(3), 448–478. https://doi.org/https://doi.org/10.1080/10409280802065387
- Hudson, R., Davis, C., Blum, G., Greenway, R., Hackett, J., Kidwell, J., Liberty, L., McCollow, M., Patish, Y., Pierce, J., Schulze, M., Smith, M., & Peck, C. (2016). A socio-cultural analysis of practitioner perspectives on implementation of evidence-based practice in special education. The Journal of Special Education, 50(1), 27–36. https://doi.org/https://doi.org/10.1177/0022466915613592
- Hymes, K., Carr, S., Pudelski, S. (2014). Budget cuts threaten special education services, survey shows. National Coalition on Personnel Shortages in Special Education. http://specialedshortages.org/wp-content/uploads/2014/01/Budget-CutsSurvey-Press-Release.pdf.
- Kennedy, M. (2006). Inside teaching: How classroom life undermines reform. Harvard University Press.
- Lampert, M. (2001). Teaching problems and the problems of teaching. Yale University Press.
- Lavian, R. H. (2015). Masters of weaving: The complex role of special education teachers. Teachers and Teaching, 21(1),103–126. https://doi.org/https://doi.org/10.1080/13540602.2014.928123
- LeCompte, M., & Schensul, J. (2010). Designing and conducting ethnographic research. AltaMira Press.
- Maynard-Moody, S. W., & Musheno, M. C. (2003). Cops, teachers, counselors: Stories from the front lines of public service. University of Michigan Press.
- McCann, C. (2014). Federal funding for students with disabilities: The evolution of federal special education finance in the United States. New America Foundation. https://www.newamerica.org/downloads.
- Ruppar, A. L., Allcock, H., & Gonsier-Gerdin, J. (2017). Ecological factors affecting access to general education content and contexts for student with significant disabilities. Remedial and Special Education, 38(1), 53–63. https://doi.org/https://doi.org/10.1177/0741932516646856
- Snyder, T. D., de Brey, C., & Dillow, S. A. (2016). Digest of education statistics 2015. (NCES 2016-014). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education.
- Spillane, J. P. (2004). Standards deviation: How schools misunderstand education policy. Harvard University Press.
- Spillane, J. P., Reiser, B. J., & Reimer, T. (2002). Policy implementation and cognition: Reframing and refocusing implementation research. Review of Educational Research, 72(3), 387–431. https://doi.org/https://doi.org/10.1037/e565322006-005
- Timberlake, M. T. (2014). Weighing costs and benefits: Teacher interpretation and implementation of access to the general education curriculum. Research and Practice for Persons with Severe Disabilities, 39(2), 83–99. https://doi.org/https://doi.org/10.1177/1540796914544547
- U.S. Department of Education. (2017). Office of Special Education and Rehabilitative Services, & Office of Special Education Programs. 39th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act. https://www2.ed.gov/about/reports/annual/osep/2017/parts-b-c/39th-arc-for-idea.pdf
- Vannest, K. J., & Hagan-Burke, S. (2010). Teacher time use in special education. Remedial and Special Education, 31(2), 126–142. https://doi.org/https://doi.org/10.1177/0741932508327459
- Weatherley, R., & Lipsky, M. (1977). Street-level bureaucrats and institutional innovation: Implementing special-education reform. Harvard Educational Review, 47(2), 171–197. https://doi.org/https://doi.org/10.17763/haer.47.2.v870r1v16786270x