Date of Conferral

2023

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Tammy Hoffman

Abstract

Twice-exceptional students (2E) are identified as having high aptitude and a disability, as classified by their state of residence. However, elementary school teachers are not consistently implementing evidence-based practices (EBPs) for kindergarten through fifth-grade 2E students, creating a gap in practice. The purpose of this qualitative study was to understand teachers’ perspectives regarding the challenges with and needed supports for consistently implementing EBPs for 2E students. Universal design for learning was the conceptual framework and the foundation for the study. A basic qualitative research design was used in this study to address research questions regarding elementary teachers’ perspectives on challenges with and supports for consistent implementation of EBPs for 2E students. Data were collected through open-ended semistructured interviews with 10 elementary teachers in a school district in the southeastern United States who have experience implementing EBPs with 2E students. Data were analyzed using open-coding and thematic analysis and six themes emerged: (a) time, (b) classroom dynamics, (c) lack of knowledge, (d) district training, (e) teacher collaboration, and (e) resources. These findings led to the development of a 3-day professional development to increase teacher knowledge, awareness, and capacity to consistently implements EBPs to meet 2E students’ strengths and weakness. This research has the potential for implications of positive social change through increased achievement among 2E students, increased understanding of teachers’ challenges, improved supports to enhance teaching skills, and an increase in awareness regarding this unique population of students.

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