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ERIC Number: ED516946
Record Type: Non-Journal
Publication Date: 2010
Pages: 147
Abstractor: As Provided
Reference Count: N/A
ISBN: ISBN-978-1-1097-2505-6
Perceptions of Special Education Teachers Regarding Documentation of Individual Special Education Student Academic Accommodations within Secondary Inclusion Classrooms in an Identified Rural Public School District in Sussex County, Delaware
Conover, Virginia Ann
ProQuest LLC, Ed.D. Dissertation, Wilmington University (Delaware)
The purpose of this qualitative study was to determine special education teachers' perceptions of the daily process of documentation of academic accommodations provided to special education students on their caseloads, Grades 6-10. The purposefully selected sample was comprised of 12 middle and high school special education teachers who teach in inclusion classrooms. The method of data collection consisted of individual in-depth interviews. Upon completion of these interviews, teachers maintained documentation of academic accommodations they provided to special education students on their caseloads in the subjects of language arts and math for a period of 4 1/2 weeks, which constituted one half of a grade marking period. A focus group session followed as a supportive method of data collection. The research questions explored teachers' beliefs and perceptions of the process of maintaining records of the services they provide to special education students each day in inclusion classrooms and the effect daily documentation of academic accommodations provided for special education students may have on decisions made regarding assignment or identification of such accommodations. The data were analyzed using the constant comparative method and coded into themes. Important findings include the participants' perceptions of the process of daily documentation of accommodations made for special education students as a cumbersome activity that detracts from their service delivery to children. The participants acknowledged documentation as a valuable, effective tool for assigning appropriate accommodations to special education students and as support for making evidence-based decisions for an Individual Education Plan. The teachers shared that the time constraints of their roles as special education instructors render maintenance of documentation on a daily basis a hindrance in the performance of providing academic services to special education students assigned to their caseloads. They desire a streamlined, user-friendly system of recording academic accommodations made for students which allows individual teacher input regarding system design and professional observations of student needs. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Delaware