Closing Academic Gaps of Students with Disabilities in Middle School General Education Settings: A Qualitative Case Study of Teachers in Rural Georgia
Date
2024-03-19
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Abstract
Significant academic gaps have existed between students with disabilities (SWDs) and nondisabled peers served in general education settings. The problem was students with disabilities served in general education settings were not showing progress in closing academic gaps at a rate consistent with nondisabled peers, and the purpose of this qualitative case study was to explore teachers’ perceptions concerning effectiveness of current instructional practices relative to the achievements of students with disabilities in closing academic gaps in middle school general education settings. A middle school in Northwest Georgia was the site utilized, and the research was based on a theoretical framework centered around constructivist theory and universal design for learning. Using purposeful sampling, 17 participants consisting of both special and general educators, were recruited. The research questions focused on practices employed in general education classrooms for SWDs, what teachers perceived as effective for academic growth, and teacher perceptions of why SWDs served in general education settings fail to close academic gaps at a rate consistent with nondisabled peers. Participants completed open-ended questionnaires and semi-structured interviews. Data was collected, transcribed, coded, and analyzed to determine emerging patterns. This study explored current instructional practices, strategies, and PD needs to potentially assist in closing existing academic gaps experienced by SWDs served in general education settings. Findings suggested differentiated instruction, concept remediation, and individualized strategies were necessary for academic success. Other practices were viewed as important for addressing the diverse needs of SWDs including structured learning environments and appropriate training for staff.
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Keywords
students with disabilities, general education settings, teacher perceptions