Supporting Special Education teachers in High-Needs Classrooms: A Qualitative Descriptive Case Study
Loading...
Authors
Wilbert, Katie
Issue Date
2026-03
Type
Dissertation
Language
en
Keywords
Special Education Teachers , Administrator support , High-Needs students
Alternative Title
Abstract
Students with high-needs disabilities are increasing across the country, especially children diagnosed with autism. The problem addressed in this study was that, because of a focus on IDEA mandates, Special Education teachers in K-12 urban public-school districts are often required to teach high-needs students without sufficient instructional and administrative support, which negatively impacts student achievement. The purpose of this study was to understand Special Education teachers' perspectives on the instructional and administrative support needed for high-needs students to succeed, as well as administrators' perspectives on the resources required to support teachers in high-needs classrooms effectively. The conceptual theory examined in this study was Billingsley’s four themes for special educators’ retention and attrition, which focus on staffing shortages, recruitment, and attrition, issues that concern policymakers and school districts. A qualitative descriptive case study was used in this research study. The setting for this study was a western New York public school district, one of the state's largest. The sample consisted of nine Special Education teachers and ten building-level administrators. Data collection involved three components: Special Education teachers participated in individual interviews and a focus group, while building-level administrators completed an online questionnaire. The data collected were coded using Quirkos, an online data analysis tool, and analyzed using the six-phase thematic analysis process. The findings suggest that both Special Education teachers and administrators need additional guidance and support from their administrators to problem-solve and provide the best possible educational experience and opportunities for students, despite their uniqueness and challenges.