The use and Implementation of Special Education Teachers Framing my issue
I have two thoughts for my project, both are relative to the use and implementation of special education teachers in school districts
. As Maxwell tells us we must Have clear goals will explain why our study is worth doing and what good will come from it, who it will help, and why we need for it to be done. Setting up a conceptual framework that identifies stakeholders, issues, setting, variables that will guide the research, and transparency of your personal experiences that guides your understanding of the issue.
Personal experiences and literature suggest the following that students that are placed in special education replacement classes because they are not at grade level, are more likely to never return to grade level, why? If it has been determined that replacement classes are more suitable than inclusion classes, then why aren’t students catching up with peers?
Are replacement classes too restrictive?
Can writing curriculum with special education teachers make a difference?
Not all school districts include special education teachers when writing curriculum, however, they have intervention programs and collect data in response to intervention programs for students identified by faculty to be at risk. This is required by law, however, is it possible that if special education teachers were used when writing curriculum, could it reduce the need for intervention? To add to this, there is a rising trend to force all teachers in teaching programs to be dual certified as a standard for teaching certification.
Possible questions are:
Is there a significant difference in the way the curriculum is presented in inclusion classes and replacement classes when special education teachers participate in writing curriculum?
Will making all teachers dual certified to eliminate the need for replacement classes and pull out?
Will it be too cumbersome to have one teacher responsible for both special needs students and regular education students?
Will these modifications negatively affect the progress of regular education students?
When special education teachers participate in the development of curriculum there are fewer modifications needed in the
classroom?
Could this reduce the opportunity for hostility between staff, confusion among students, and teachers administer a more
effective lesson?
If special needs students who receive a modified curriculum in the classroom are aware of the modified changes are they more likely to perform poorly? Is there a difference between inclusion modifications in the classroom and modifications built into the lesson?
The method of data collection would be qualitative data such as interviews with teachers, administrators, and students.
Establishing questions and identifying how all stakeholders are affected by the problem, regard each perspective and contributing factors. Validity will be addressed when I determine all possible alternative ways to interpret the data that could possibly undermine the validity of the research.
References
Maxwell, Joseph A. (2013). Qualitative Research Design: An Interactive Approach, 3rd Edition. [Capella]. Retrieved from
https://capella.vitalsource.com/#/books/undefined/
