Teacher Perceptions of Implementation Practices to Support Secondary Students in Special Education

Autor/inn/en	Cavendish, Wendy; Morris, Chelsea T.; Chapman, Lindsey A.; Ocasio-Stoutenburg, Lydia; Kibler, Kristin
Titel	Teacher Perceptions of Implementation Practices to Support Secondary Students in Special Education
Quelle	In: Preventing School Failure, 64 (2020) 1, S.19-27 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cavendish, Wendy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-988X
DOI	10.1080/1045988X.2019.1628000
Schlagwörter	Teacher Attitudes; Special Education Teachers; Progress Monitoring; Urban Schools; Student Needs; Board of Education Policy; School District Size; High School Teachers; High School Students; Students with Disabilities; Response to Intervention; Educational Practices; Disability Identification; Individualized Education Programs + Suchen Sie Ihr Suchwort? Lehrerverhalten; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; School districts; Size; Schuleinzugsbereich; High school; High schools; Oberschule; Student; Students; Schüler; Schülerin; Studentin; Disability; Disabilities; Behinderung; Bildungspraxis; Individualized education program; Individualisierendes Lernen
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01