Date of Conferral
2020
Degree
Doctor of Education (Ed.D.)
School
Education
Advisor
Joanna L. Karet
Abstract
General and special education teachers in a northern California school district (NCSD) have concerns about the academic performance of students with learning disabilities (SwLD) as they frequently have deficits in English language arts and math on state-mandated assessments. Teachers at NCSD were concerned about the pull-out model where SwLD are often educated outside of the general education classroom and routinely miss classroom instruction. The purpose of the study was to explore the general and special education teachers’ perceptions about the current pull-out model for SwLD as preparation for the state-mandated assessments. This case study was guided by constructivist theory. Purposeful sampling was used to select 4 special education teachers and 3 general education teachers for interviews. Data were analyzed inductively and the following three themes emerged: the pull-out service delivery model needs to be revised, the preparation for the state assessment is primarily the role of the general education teachers, and state-mandated assessment scores are not an accurate representation of their students’ abilities. The project that developed out of these results is a recommendation for a coteaching model to replace the existing pull-out program in order to offer SwLD an inclusive setting in which they can be prepared for the state mandated assessments. The implication for positive social change is that well prepared SwLD will hopefully be successful at the state mandated assessment and hence, have the opportunity to graduate from high school which, in turn, will allow them to continue in college or a professional career.
Recommended Citation
Gary, Karen G., "Teachers Who Question Pull Out and State Testing for Learning Disabled Students" (2020). Walden Dissertations and Doctoral Studies. 9859.
https://scholarworks.waldenu.edu/dissertations/9859
