Date of Award
Ed.D. Transformational Teaching and Learning
Dr. Kathleen Stanfa
Dr. Amber Jean-Marie Pabon
Dr. George F. Fiore
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.
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Specht, Philip L., "Teacher Perception: Secondary Level Skill Development Support for Students with Specific Learning Disabilities" (2020). Education Doctorate Dissertations. 7.
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