Date of Award
Spring 4-13-2020
Document Type
Dissertation
DOI
10.70013/w2fr7km9
Degree Name
Ed.D. Transformational Teaching and Learning
Department
Secondary Education
First Advisor
Dr. Kathleen Stanfa
Second Advisor
Dr. Amber Jean-Marie Pabon
Third Advisor
Dr. George F. Fiore
Abstract
Defining the special education framework and teacher roles continue to be a challenge as schools face the differentiated needs of 21st-century learners. Delineating the functions and duties of special education teachers (SETs) at the secondary level provides a unique challenge, which is addressed by a midsized suburban high school developing the Inclusive Consultation Model (ICM). This innovative instructional model is school-wide and multi-disciplinary, impacting both special education and academic teachers. Through weekly consultation, the SET supports the content teacher in contributing instructional methods to meet the varied student needs in class. Outside of class, SETs justify the value of their professional support by teaching students with disabilities in a dedicated skill instructional room (SDR) as an integral part of the students’ IEP goals and skill interventions. The targeted instruction provided in the SDR encourages goals for education which allow for student differences. Through a series of qualitative surveys, open-ended questionnaires, and a focus group, teacher data was gathered to ascertain the effectiveness and challenges of meeting special needs at the secondary level using this focused instructional method. The obstacles, frustrations, achievements, and rewards revealed in SET perspectives guide pedagogy to further contribute to the academic knowledge of the role, and ultimately, the purpose of educators in providing student intervention. Future research could inform how an instructional model using trained teachers providing targeted intervention in separate settings could impact student engagement and academic performance.
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 International License.
Recommended Citation
Specht, Philip L., "Teacher Perception: Secondary Level Skill Development Support for Students with Specific Learning Disabilities" (2020). Education Doctorate Dissertations. 7.
https://research.library.kutztown.edu/edddissertations/7
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons, Educational Methods Commons, Social and Philosophical Foundations of Education Commons, Teacher Education and Professional Development Commons
