This case study investigated evidence-based teaching strategies and systemic practices that support positive academic outcomes for students with disabilities. Equity in educating students with disabilities is paramount and reflected in the legislation of the past five decades. The Institute of Education Sciences in partnership with special education interest groups, universities, and governmental agencies is active in soliciting educational research that targets pedagogy and practices that enhance positive student outcomes. Current research supports the use of qualitative studies in collecting data that reflects practitioners' perceptions as they must locate and implement research-based teaching strategies (Brantlinger et al., 2005; Odom et al., 2005). Cook, Tankersley, and Landrum (2009) suggest that "EBPs [Evidence Based Practices] should interface with the professional wisdom of teachers to maximize the outcomes of students with disabilities" (p. 380). A review of the literature supports the findings in this case study.
Using qualitative research tools in the investigation provided an opportunity to explore research-based strategies and practices that practitioners in a Midwestern junior high school used and found effective in supporting academic success on state standardized assessments as well as in the classroom. A gatekeeper facilitated access to the research site. Twelve practitioners were interviewed, formal and informal observations were conducted, and documents were reviewed in collecting and triangulating data. Member checks were conducted when participants reviewed respective transcripts and responded with changes or clarification. Fidelity to confidentiality was carefully maintained through a coding system. In vivo codes assigned to categories and subcategories were used to identify themes.
The findings in the study were reflected in the literature. Teachers and administrators stated that an inclusive school climate that embraced a collegial commitment to supporting all students in achieving positive academic outcomes was an integral part of the school culture. Commitment to using strategies gleaned from staff development such as literacy, technology, and data analysis enabled practitioners to monitor and adjust teaching strategies to meet the needs of students with disabilities. Teachers identified leadership as important in providing support needed to implement new teaching strategies, providing opportunities to share ideas for the betterment of the school, and providing leveled reading materials and other resources needed to support positive academic outcomes for students with disabilities. The principal supported teachers by scheduling team planning time in addition to personal planning. The extra planning embedded in the daily schedule provided an opportunity for teachers to reflect on pedagogy, discuss student strengths and challenges, and plan collaboratively.
The descriptive analysis of this case leads to an understanding of teaching strategies and practices that practitioners in a Midwestern junior high school used to support positive academic outcomes for students with disabilities. This study contributes to the field of special education by capturing involved peoples‘ perspectives.
|Advisor:||Dannels, Sharon A.|
|Commitee:||Abrams, Patricia, Wright, Travis|
|School:||The George Washington University|
|Department:||Educational Administration and Policy Studies|
|School Location:||United States -- District of Columbia|
|Source:||DAI-A 72/03, Dissertation Abstracts International|
|Subjects:||Education Policy, School administration|
|Keywords:||Best practices, Pedagogy, Special education, Systemic practices|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be