TEACHING EXCEPTIONAL KIDS: EXPLORING PROFESSIONAL DEVELOPMENT, TEACHER EFFICACY, AND DIFFERENTIATING INSTRUCTION FOR ELEMENTARY STUDENTS WITH INDIVIDUALIZED EDUCATION PLANS
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2024-12-01
Date
2020-12-03
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Johns Hopkins University
Abstract
A disparity in achievement persists for students in special education compared to students in general education for annual growth and meeting mathematics and reading proficiency standards as measured by state assessments. Multiple factors that emerged in a review of the literature related to student achievement and teacher factors were determined as the focus for this dissertation. A needs assessment explored teachers’ attitudes toward inclusive instruction, current instructional practices, and teachers’ preparation and professional development specific to teaching students with individualized education plans (IEPs). The results of the needs assessment indicated teachers possessed a high sense of self-efficacy when providing general education instruction but reported a lower sense of self-efficacy when differentiating the general education instruction for students with IEPs. Teacher efficacy was found to positively impact academic achievement. The literature showed PD as an effective avenue for facilitating changes in teachers’ behavior, attitudes, beliefs, and efficacy in professional practice. Bandura’s social cognitive theory provided the theoretical framework for the professional development implemented in this mixed-methods dissertation study. Analysis of quantitative and qualitative measures highlighted an increase in teachers’ sense of self-efficacy for differentiation instruction for students with IEPs, a desire for increased collaboration, and the value of teachers sharing experiences emerged as pivotal to changes in efficacy. Implications for practice and future research are also detailed.
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Keywords
special education, efficacy, achievement, attitudes, and beliefs