Description
The purpose of this study was to investigate special education teachers' perception of the best practices they use with students with disabilities when implementing the Common Core State Standards. A nationwide survey of K-8 special education teachers was conducted by mail to identify perception of best instructional practices used and deemed beneficial. Additionally, survey responses indicated challenges faced in implementing practices, and supports needed to address challenges when implementing IEP goals. The quantitative data collected were analyzed using descriptive statistics. Frequencies and percentages were calculated to determine teachers' perceptions of the best practices utilized and deemed beneficial. The qualitative data from the open-ended questions were categorized using a constant comparative method. The top five perceived best practices included think-alouds with modeling, graphic organizers, building vocabulary, building connections, and cooperative learning. The top five challenges identified in the research included: time; varied needs; curriculum and standards; high caseloads; and selecting best practices. Special education teachers reported they needed support with time management and coaching and felt well supported with collaboration and professional development. The information collected from these surveys provides school leaders with an understanding of special education teachers' perception of the instructional best practices being implemented with students with disabilities to expose them to CCSS in improving achievement and whether these strategies are aligned to CCSS shifts. By having a better understanding of best practices and CCSS, shifts administrators will be more equipped to identify needed professional development, as well as coaching and guidance to special education staff.
