Special education administrators meet common core

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cityu.schoolSchool of Applied Leadership
cityu.siteSeattle
cityu.site.countryUnited States
dc.contributor.authorDommer, Kathleen
dc.date.accessioned2020-01-16T00:00:34Z
dc.date.available2020-01-16T00:00:34Z
dc.date.issued2019-12
dc.description.abstractThere are high expectations for students with disabilities (SWD) to meet grade-level Common Core State Standards (CCSS) and be college and career ready by graduation. Researchers have recommended teachers of SWD be trained on the CCSS and alignment of the CCSS to individual education programs (IEPs). There are differing professional opinions on how to meet the needs of SWD as described in IEPs and whether to place SWD in general education settings to meet the CCSS. Under the guidance of special education administrators (SEAs), the teachers of SWD lead IEP teams for SWD. The purpose of the study was to understand the perceptions and experiences of SEAs regarding SWD meeting the CCSS because researchers have provided effective strategies for school leaders to meet the CCSS, but have not yet studied SEA perspectives and experiences. The researcher in the current study used grounded theory design and explored the experiences of a theoretical sample of SEAs in a Northwest school district through the use of qualitative methods, including surveys and in-depth interviews. The current study had a focus on high school SEA perspectives and experiences with challenges and supports in meeting the CCSS for SWD. Key findings from the responses included strategies for SWD to have access to general education settings and curriculum through co-teaching, co-planning, double dose/dip, learning improvement time, and specially designed instruction (SDI) classes. Co-teaching was one way used to access general education, and co-planning was used in professional learning communities (PLCs) outside of co-teaching. Strategies from this study—double dose, learning lab, side by side, and SDI—were used frequently to provide access to general education for SWD. Recommendations for action for educators include universities addressing training teachers of SWD on CCSS alignment with IEPs. Recommendations for research include using other methods in addition to co-teaching to provide access while providing the IEP requirements of SDI.
dc.identifier.urihttp://hdl.handle.net/20.500.11803/854
dc.language.isoen
dc.publisher.institutionCity University of Seattle (CityU)
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States
dc.rightsopenAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/
dc.subjectspecial education administrators
dc.subjecthigh school
dc.subjectstudents with disabilities
dc.subjectcommon core state standards
dc.subjectSWD
dc.subjectIEP
dc.subjectindividual education program
dc.titleSpecial education administrators meet common core
dc.typeThesis
thesis.degree.disciplineLeadership
thesis.degree.grantorCity University of Seattle
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education
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