Date of Award

Spring 5-3-2024

Level of Access Assigned by Author

Open-Access Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Maria Frankland

Second Committee Member

Catharine Biddle

Third Committee Member

Esther A. Enright

Abstract

This comparative case study examines special education structures in two Northern New England states through the lens of special education directors using semi-structured interviews. The study explores special education leaders’ beliefs surrounding the concept of the LRE, how IEP team dynamics can affect educational outcomes for students with disabilities as well as perceived barriers to inclusion. The investigation touches on the ways in which special education leaders interpret the concept of the LRE, shedding light on the challenges of balancing educational needs with systemic school barriers. Key findings reveal the how the perceived status of some team members can impact meeting outcomes, emphasizing the importance of minimizing the impact of expert dominance and ensuring diverse perspectives, especially from parents and students, are given equal credence. Educator attitude towards students with disabilities was found to be an area requiring attention to foster more inclusive education practices. Throughout this study, a greater understanding of how leaders’ beliefs, the skills of meeting facilitators, and the availability of resources shape special education practices, offering insights for enhancing inclusivity and educational outcomes for students with disabilities. Keywords IEP facilitation, least restrictive environment, special education leadership, inclusion

Download

Share