The Roles and Responsibilities of Special Education Teachers
The Roles and Responsibilities of Special Education Teachers
by Jodi D. Katsafanas BS Special Education, Duquesne University, 1982 MEd Special Education, University of Pittsburgh, 1986
Submitted to the Graduate Faculty of The University of Pittsburgh in partial fulfillment
of the requirements for the degree of Doctor of Education
University of Pittsburgh 2006
UNIVERSITY OF PITTSBURGH School of Education
This dissertation was presented by
Jodi D. Katsafanas
It was defended on August 22, 2006 and approved by Steve Lyon, PhD, Professor, Instruction and Learning Rita Bean, PhD, Professor, Instruction and Learning George Zimmerman, PhD, Professor, Instruction and Learning Charlene Trovato, PhD, Professor, Administration and Policy Studies William Penn, PhD, Adjunct Professor, Instruction and Learning Dissertation Advisor: Naomi Zigmond, PhD, Professor, Instruction and Learning
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Copyright ? by Jodi D. Katsafanas 2006
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The Roles and Responsibilities of Special Education Teachers Jodi D. Katsafanas, EdD
University of Pittsburgh, 2006
The purpose of this study was to describe the roles and responsibilities of 17 special education teachers and the challenges they encountered in the areas of planning, instructing, and monitoring of student progress of elementary students in 4 school districts in Western Pennsylvania. This study was conducted by collecting data through focus group discussions, written weekly logs, and personal interviews. Focus group questions regarding the teaching practices of special educators were guided by the review of the literature and the conceptual framework of this study, based in part on Duke's 1987 vision of teaching excellence in the areas of planning, instructing, and monitoring student progress.
Findings revealed five challenges and impacts of the challenges they encountered in their daily work, together explaining the role dissonance experienced by many special education teachers in today's schools. Real life examples of how teachers cope with the challenges of their daily work were revealed through the stories they told in this study. The collective knowledge and experiences of these teachers stand as examples for others in their own practices.
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TABLE OF CONTENTS
PREFACE.................................................................................................................................... IX 1 INTRODUCTION ................................................................................................................ 1
1.1 PURPOSE OF STUDY AND RESEARCH QUESTIONS ...................................... 4 1.2 SIGNIFICANCE.......................................................................................................... 5 2 LITERATURE REVIEW .................................................................................................... 8 2.1 BACKGROUND OF LEARNING DISABILITY .................................................... 9 2.2 FEDERAL LEGISLATION ..................................................................................... 11 2.3 REGULAR EDUCATION INITIATIVE................................................................ 13 2.4 INCLUSION .............................................................................................................. 15 2.5 ASSESSMENT........................................................................................................... 20 2.6 DUKE'S VISION OF TEACHING EXCELLENCE............................................. 23 2.7 CHALLENGES IN PLANNING.............................................................................. 24 2.8 CHALLENGES IN INSTRUCTION....................................................................... 27 2.9 CHALLENGES IN THE MONITORING OF STUDENT PROGRESS............. 32 2.10 CHALLENGES IN JOB DESIGN........................................................................... 36 2.11 CHAPTER SUMMARY ........................................................................................... 37 3 METHODS.......................................................................................................................... 40 3.1 RESEARCH DESIGN............................................................................................... 40
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