Responsibilities of General and Special Education Teachers Serving Students With Learning Disabilities

Responsibilities of General and Special Education Teachers Serving Students With Learning Disabilities by Antonia Kittrell MA, Walden University, 2009 BS, Greensboro College, 1989 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2017 Abstract Third-grade students in a small rural school district in North Carolina are not meeting reading benchmarks on End-of-Grade Tests. Parents and educators have concerns regarding the service delivery plan for students with disabilities who have deficits in reading. The purpose of this qualitative study was to examine the roles and responsibilities of special education and general education teachers in relation toThird-grade students in a small rural school district in North Carolina are not meeting reading benchmarks on End-of-Grade Tests. Parents and educators have concerns regarding the service delivery plan for students with disabilities who have deficits in reading. The purpose of this qualitative study was to examine the roles and responsibilities of special education and general education teachers in relation to Common Core Reading Standards instruction for students with disabilities. Vygotsky’s theory of social constructivism and concept of the zone of proximal development formed the conceptual framework for the exploration of how students’ academic needs are met with appropriate support in the learning environment. The study’s research questions addressed the perceptions of 4 special education teachers and 5 general education teachers as they considered placement, monitored students’ reading progress, and implemented instructional strategies. Purposeful sampling was used to select the 9 participants to participate in the interview. Data were analyzed inductively using categories and themes. Eight themes emerged from the special education teachers and 6 themes developed from the general education teachers. The common themes that developed from both teachers were: progress monitoring, time/scheduling, and communication. The most important finding is the need for professional development to improve collaboration. This case study may promote social change by documenting the process that coteachers engage in to support disabled students’ reading progress. This is significant because it offers evidence that general and special education teachers can use reading instruction strategies in inclusion settings to address students’ reading deficit. Responsibilities of General and Special Education Teachers Serving Students With Learning Disabilities by Antonia Kittrell MA, Walden University, 2009 BS, Greensboro College, 1989 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University December 2017 Dedication This dissertation is first dedicated to my Lord and Savior, Jesus Christ. Without him, I would not have been able to take on such a task; however, I am reminded that through him, and of him, all things consist. I am reminded that eyes have not seen, or ears heard, all the things that he has in store for me. To God be all of the Glory! I dedicate this work to my parents, Mr. & Mrs. Bobby Kittrell, who encouraged me to pursue my doctorate and sealed their blessing upon my purpose in life. They allowed me to work at their home as I used their computer and printer and asked for advice. I am grateful to have been raised by these two wonderful people. I also dedicate this work to my biological father, Clarence Jenkins (deceased). I am so glad that I was able to share with him that Walden had approved me to begin research on his birthday, December 28, 2015. He transitioned on January 5, 2016. He was so proud of his baby girl, Lynn. I also dedicate this work to my deceased grandmother, Tezzie Mae Atkinson Barnes. She had the desire to become a teacher but could not afford to go to college after graduating from high school. She and Granddaddy Buck (Johnnie Frank Barnes) were sharecroppers and demonstrated love, sacrifice, determination, and strong work ethics that impact my life today. Granddaddy Buck would say, “You can make it if you try. ” I also dedicate this work to my deceased grandparents, Mr. & Mrs. Charlie Kittrell, who inspired me to love God, serve him, and attend church, which was a great foundation for me as I continue on my journey in life. Acknowledgments With a grateful heart, and much humility, I acknowledge and recognize all who assisted and trusted me to reach this milestone. I wish to thank my chair, Dr. Katherine Claggett. The phone calls, texts, emails, and messages from you were always on time. Your character of caring is so heartfelt, which pushed me to work harder despite my personal and work obligations. The times you suggested that I reflect, read, and write were needful. You are a gift to education because of your willingness to support others. Your level of patience caused me to believe that I could achieve my goal. “Thank you for everything, Dr. Claggett. ” Your countless hours of helping me from the initial stages of the prospectus to this dissertation will never be forgotten. I also recognize Dr. Jennifer Seymour and Dr. Mary Dershiwsky, who also assisted me. I acknowledge my best friend since kindergarten, Ms. Pattie King. She has been my cheerleader since Day 1. I thank you for all the prayers and encouragement, and for reminding me to stay focused. We got our degree! I also thank Valerie Whitley, Queenie Kittrell, Tori Kittrell, Curtis Gooding, Carrie Wootson, Meeka Shaw, Annetter Wooten, Patrick Kabasele, Michelle Foster, Anedra Johnson-Mobley, Jorie Edwards, Dr. Ruby Jones, Judy Wiggins, Sandra Kittrell-Dunn, and Mr. & Mrs. Vermont Hinton, Rhonda Jones, and Lisa Little, for providing me with technical support, encouragement, and prayer. I would also like to say thanks to the participants who sacrificed their time to be part of the project study. I want to extend heartfelt thanks to my pastors, Apostle B. L. Kittrell and Prophetess Jean Kittrell, and my church family, Perfecting Family & Friends Worship & Ministries, for all of your prayers and support. I also thank Apostle Wiggins and Redemptive Blood Church, Pastor James Perry, Bishop Sarah Perry, and Shiloh Deliverance Ministries Church for allowing me to worship with you as you encouraged me through the Word of God, prayer, and praise. I also thank all of my siblings— Michelle, Wonza, Bobbie, Fabrienne, Vashti, Rolanda, Bobby Jr., LeTroy, and Jennifer—for your support and prayers. Each of you has helped me to grow through this time in my life. Last but not least, I thank my children, Eunesia and Trey, and their father, Warren, along with my grandchildren, Tre’Shaun, Daniel, Amir, and Genesis for being on this educational journey with me. You pushed me more than you know as I persevered. I thank God for all of you and pray that I will continue on my journey as I continue to serve children.