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Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings

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Date Issued:
2017
Abstract/Description:
This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
Title: Role Ambiguity: Defining the Elusive Role of the Special Education Teacher Who Works in Inclusive Settings.
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Name(s): Slanda, Dena, Author
Little, Mary, Committee Chair
Martin, Suzanne, Committee Member
Pearl, Cynthia, Committee Member
Boote, David, Committee Member
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2017
Publisher: University of Central Florida
Language(s): English
Abstract/Description: This phenomenological study examined the lived experiences of special education teachers who worked in inclusive settings. Given the increasing number of students with disabilities receiving special education services in the general education classroom (U.S. Department of Education, 2016), there is a critical need to understand the dynamic role of a special education teacher who works in inclusive settings. Federal mandates have required special education teachers working in inclusive settings to rethink their roles (McLeskey, Landers, Hoppey, (&) Williamson, 2011) and restructure their approach to providing specially-designed services. Further, these roles are dependent on those who interpret and implement policy and access to finite resources. This study used a phenomenological research method to examine the roles and responsibilities of special education teachers. Semi-structured interviews were conducted with seven participants (N = 7). A thematic analysis resulted in five overarching themes. The five themes included: (a) supporting students with disabilities within a support facilitation model; (b) role ambiguity of the special education teacher; (c) the lack of roles and responsibilities of the special education teacher within the MTSS framework; (d) the changing role of collaboration and communication; and (e) the challenges impacting the inclusion of students with disabilities in the general education setting. This study exposed the multiple facets of school and district policies that directly affected special educators' roles and responsibilities, as well as the emergence of a new role as a support facilitator.
Identifier: CFE0006796 (IID), ucf:51821 (fedora)
Note(s): 2017-08-01
Ph.D.
Education and Human Performance, Dean's Office EDUC
Doctoral
This record was generated from author submitted information.
Subject(s): Special Education Teacher -- Roles -- Responsibilities -- Inclusive -- Inclusion -- Support Facilitation -- Collaboration -- Role Ambiguity -- Special Education -- Communication -- Students with Disabilities -- Teacher Preparation -- Policy Implementation -- Policy -- Least Restrictive Environment -- Access -- Equity -- MTSS -- Multi-Tiered System of Supports -- Response to Intervention -- Phenomenology -- Qualitative -- Accommodations -- Caseload -- Paperwork -- Data-Based Decision Making -- Autonomy
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0006796
Restrictions on Access: public 2017-08-15
Host Institution: UCF

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