Date of Conferral



Doctor of Education (Ed.D.)




Derek R. Schroll


Researchers have indicated special education students tend to be motivated by working with interactive whiteboard (IWB) technology; however, few researchers have examined how this technology is used in adaptive classrooms. Many high school teachers have not been able to use IWB technology to create student-centered learning experiences for special education students. The purpose of this exploratory case study was to examine how high school special education teachers use IWB technology to instruct students with moderate to profound disabilities. The constructivist theories of learning provided a conceptual framework for this study. The research questions addressed high school teachers’ observed and reported use of IWB technology in adaptive classrooms and whether that use was student-centered as promoted by the constructivist theories. Data were collected through individual semistructured interviews and classroom observations to explore how 12 high school teachers use IWB technology with students with moderate to profound disabilities. The study was conducted in two public school systems located in the Southeastern region of the United States. Data analysis was conducted through open-coding and an axial coding process to determine major and minor themes. Four major themes emerged from the data: (1) IWB usage observed, (2) IWB usage reported, (3) lesson design, and (4) teacher perceptions. The findings in this study reveal participants primarily use IWB technology for displaying materials rather than student-centered activities. The implications for positive social change are that the findings provide additional data and recommendations for stakeholders to make informed decisions to increase the effective use of IWB technology in special education classrooms.