MULTIPLE-CASE DESIGN OF SECONDARY SPECIAL EDUCATORS TEACHING STUDENTS WITH HIGH-INCIDENCE DISABILITIES IN SELF-CONTAINED SETTINGS: RATIONALES FOR INSTRUCTIONAL STRATEGY CHOICES AND PERSPECTIVES ON EVIDENCE-BASED PRACTICES
Date
2017
Authors
Emanuel, Nancy J
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Abstract
Evidence-based practices (EBPs) and instructional strategies are the methods through which content is delivered to students. Multiple internal and external factors influence the choice of instructional strategies and EBPs used by secondary special educators working with students with high-incidence disabilities (HID) in the self- contained setting. Three participants were included in this multiple-case study to discern whether there are differences in what secondary special education teachers at the beginning, mid- career, and senior stages of their careers state they use when selecting instructional strategies. The instructional strategies stated most frequently and the decision-making process were examined. Any similarities or differences between or among special educators at different stages of their careers were identified. Each special educator participated in multiple interviews, two classroom observations, and responded to a questionnaire about their experiences using EBP and instructional strategies. In addition, evidentiary documentation and the special educators' narrative comments from the interviews were used to develop each case study. Results indicated that each special educator based instructional strategies primarily on student needs and student engagement, and were not influenced by administrative or other outside factors. Each special educator valued the theoretical use of EBPs but did not consider educational research when selecting instructional strategies. Further, based on the number of years teaching experience, the special educators in this current study did not differ significantly in their use of strategies. Each special educator valued direct instruction, question and answer, and an interactive teaching model. The beginning and mid-career teachers used technology to engage students. The senior teacher used traditional study packets for instruction and review. Overall, each special educator theorized that EBPs were suitable for conveying content material to students with HID in the self-contained special education setting. Each was unaware, however, of the mandate for using EBPs, did not feel obligated to use EBPs, and identified student needs and standardize testing as the driving forces behind selecting instructional strategies. Further discussion as it relates to the selection and use of instructional strategies, are presented along with implications for practice, limitations, and future research.
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Special education, Educational leadership, Evidence-Based Practices, High-Incidence Disabilities, Instructional Strategies, Self-Contained Settings, Special Education