Investigating the Implementation of Inconsistent Inclusionary Special Education Practices in Grades 7-9
Document
Item Description
A Doctoral Capstone Project
Linked Agent
Author: Pfender, Amy G.
Date Issued
2023
Abstract
The inconsistent implementation of inclusionary practices creates varied educational experiences for special education students and teachers (general education and special
education). Varied educational experiences leads to requests for different teachers, potential legal concerns related to the implementation of IEPs, and concerns for program
effectiveness. Therefore, this study focused on the inconsistent implementation of inclusionary practices. The goal of the study was to provide recommendations and conclusions that lead to more consistent and fluid experiences for students and teachers across classrooms, grade levels, and content areas. In addition, it is important for the district to collect baseline data in this area as professional development now can focus on areas that have not been part of the professional development plan over the last two years due to the COVID-19 Pandemic. By utilizing an action research study approach, the information gathered was first-hand information from general and special education teachers in order to provide recommendations that will be more easily implemented due to the input of individuals directly working in the field. The implementation of consistent inclusionary practices will increase programmatic fidelity, create a stronger culture of learning and collaboration, and though necessary to under the law to have individualized practices, all students will be able to have access to learning experiences that are rooted in best inclusionary practices.
education). Varied educational experiences leads to requests for different teachers, potential legal concerns related to the implementation of IEPs, and concerns for program
effectiveness. Therefore, this study focused on the inconsistent implementation of inclusionary practices. The goal of the study was to provide recommendations and conclusions that lead to more consistent and fluid experiences for students and teachers across classrooms, grade levels, and content areas. In addition, it is important for the district to collect baseline data in this area as professional development now can focus on areas that have not been part of the professional development plan over the last two years due to the COVID-19 Pandemic. By utilizing an action research study approach, the information gathered was first-hand information from general and special education teachers in order to provide recommendations that will be more easily implemented due to the input of individuals directly working in the field. The implementation of consistent inclusionary practices will increase programmatic fidelity, create a stronger culture of learning and collaboration, and though necessary to under the law to have individualized practices, all students will be able to have access to learning experiences that are rooted in best inclusionary practices.
Resource Type
State System Era
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Institution
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