Date of Award
Spring 2023
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Committee Chair
Kristina Benson
Abstract
This research study, rooted in the theoretical framework of phenomenology, examined the impact of professional development related to specially designed instruction for students with a learning disability in reading. Teachers of students who had mastered at least 50% of their IEP goals in reading or had exited from special education services were the participants in this study. In addition to the teachers, administrators and district staff who worked with these teachers and students were included. Through a mixed methods research design, 47 participants were surveyed using Qualtrics, and 14 participants were interviewed. Findings demonstrated that professional development related to specially designed instruction proved beneficial to teachers, administrators, and district staff in helping students receive direct and intensive support in overcoming deficits and mastering goals. However, roadblocks such as lack of coaching, few incentives for professional development, scheduling conflicts, and vacancies negatively impacted the effectiveness of the professional development implementation. This research will provide the district with recommendations on how to increase the effectiveness of professional development for teachers related to specially designed instruction for students with a learning disability in reading to facilitate student progress.
Recommended Citation
Huffman, Stacy H., "The Impact of Professional Development on Specially Designed Instruction for Students With a Specific Learning Disability" (2023). Doctor of Education Dissertations. 130.
https://digitalcommons.gardner-webb.edu/education-dissertations/130
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Educational Methods Commons, Other Teacher Education and Professional Development Commons, Special Education and Teaching Commons