Teacher perceptions of implementation practices to support secondary students in special education

Cavendish, Wendy; Morris, Chelsea T.; Chapman, Lindsey A.; Ocasio-Stoutenburg, Lydia; Kibler, Kristin W.

doi:10.1080/1045988x.2019.1628000

Cited by 18 publications

(18 citation statements)

References 26 publications

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“…Do teachers in the general education process encounter such situations? In addition, special and general education teachers know the resources they use, the differences in the quantity-quality of education, and the tension arising from these differences (Cavendish et al, 2020). Inevitably, the difference in their perceptions, attitudes, and prejudices towards the audience they train will affect every aspect of the learning process and its stakeholders.…”

Section: Resultsmentioning

confidence: 99%

Examination of Special Education with Constructivism: A Theoretical and Review Study

Şanal

Erdem

2022

The European Educational Researcher

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While we argue that difference and diversity are essential elements of the education process, we keep one area an utterly separate area: Special education. This area is left as a mysterious closed box with many undiscovered differences. While it is clear that there is behavioral pressure on special education, there are also opinions that claim the opposite. However, it is noteworthy that the views are not reflected in the implementation process. The fact that theory and practice are progressing in different lanes should attract the attention of educators. This study sought evidence for the idea that "a constructivist approach for special education offers a suitable learning environment." This study may be a step to stop defining everything we cannot discover as the other. The problem was discussed by blending it with pro and opposing views. Considering that the study contains a deep synthesis of thoughts, it will also trigger new deep discussions.

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Section: Resultsmentioning

confidence: 99%

Examination of Special Education with Constructivism: A Theoretical and Review Study

Şanal

Erdem

2022

The European Educational Researcher

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“…Schools should implement appropriate studentteacher ratios, teacher training, and support. Teachers must understand how to meet students' special needs online, and their legal responsibility to do so (Cavendish et al, 2020;Kozleski, 2020;Macy et al, 2018;Rice & Carter, 2015).…”

Section: Discussionmentioning

confidence: 99%

“…Teaching online requires different competencies from traditional teaching (Ahn, 2011;Pulham & Graham, 2018), and few training programs prepare teachers to teach online (Basham et al, 2015). Though teacher training programs provide special education training, many states face shortages of qualified special education teachers (Mason-Williams et al, 2019; and many general education teachers lack understanding of how to meet students' special needs, or their responsibility to do so (Cavendish et al, 2020;Kozleski, 2020;Rice & Carter, 2015). Furthermore, instruction should be designed for accessibility, yet those designing online instruction may not understand principles of universal design (Betts et al, 2013;Macy et al, 2018;Singleton et al, 2019).…”

Section: Review Of Relevant Literaturementioning

confidence: 99%

Motivations among Special Education Students and their Parents for Switching to an Online School: Survey Responses and Emergent Themes

Tonks¹,

Kimmons

Mason

2021

OLJ

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Research focusing on the experiences of special education students in online K–12 schools is scant despite growing numbers of enrollments. This study utilized an emailed survey to understand the motivations and experiences of a group of special education students (n = 30) and their parents (n = 29) while enrolled in an online K–12 school in the U.S. Responses indicated that the three most compelling reasons for choosing the school were flexibility, previous poor fit, and teacher availability. Qualitative analysis of open-ended responses produced two major themes—prior experiences and affordances of the learning environment—with sub-themes related to bullying, personnel, academics, disabilities and accommodations, health considerations, lack of support, self-determination, and the where, when, and how of online learning. These findings may help policy makers enact policies and online educators adapt their approach to better meet the needs of K–12 students with special needs.

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“…A majority of the schools included in our sample are in a large urban school district in a densely populated metropolitan city serving low-income communities. Prior research has found that special education teachers in a large urban school district perceived there to be fewer resources (e.g., training, professional development, curriculum), particularly of appropriate quality and relevance, to support service provision in special education compared to general education (Cavendish et al, 2020).…”

Section: Individual School Characteristics and Organizational Contextmentioning

confidence: 99%

Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders

Moore

Landa

Azad

2021

Glob Implement Res Appl

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Organizational context (e.g., climate, culture, resources) can impede or enhance implementation of evidence-based practices in general education settings or special education settings serving students with autism spectrum disorder. We examined the relations between organizational context and individual (i.e., implementation leadership, administrator- or service provider-role) or school (i.e., enrollment size, public/nonpublic school type) characteristics. Participants were administrative or service providing leaders (n = 34) from 11 schools in one state on the East Coast of the United States. School leaders’ average ratings of the organizational context were generally more positive for special education than general education; however, greater culture stress was reported for special education. Correlation analyses indicated being an administrator and implementation leadership were positively associated with implementation climate in both education settings. Being an administrator was also positively associated with cultural effort (i.e., how hard people work towards achieving goals) in special education, but negatively associated with culture stress in general education. In special education, nonpublic schools had better climates (both learning and implementation), but more culture stress. Additionally, school enrollment size was negatively related to available resources and implementation climate in special education. Investigating the similarities and differences in organizational context across educational settings is needed in future research.

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Teacher perceptions of implementation practices to support secondary students in special education

Cited by 18 publications

References 26 publications

Examination of Special Education with Constructivism: A Theoretical and Review Study

Examination of Special Education with Constructivism: A Theoretical and Review Study

Motivations among Special Education Students and their Parents for Switching to an Online School: Survey Responses and Emergent Themes

Organizational Context in General and Special Education: An Exploratory Investigation to Describe the Perspective of School Leaders

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