Theses and Dissertations

Date of Award

2025

Document Type

Dissertation - NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Judith Galician

Committee Member

Vanaja Nethi

Committee Member

Kimberly Durham

Keywords

preschool, special education, multi-tiered systems of support, early intervention, developmental delay, developmental milestones, response to intervention

Abstract

This applied dissertation examined the challenges faced by Early Childhood Special Education (ECSE) teachers in identifying and implementing effective instructional strategies for preschool students with disabilities. The study also explored the processes used to monitor student progress and the potential adaptation of the Multi-Tiered System of Supports (MTSS) framework for early intervention classrooms. Guided by four research questions, the study employed a descriptive qualitative design using semi-structured interviews with 10 ECSE teachers from a large public school district.

Data analysis, conducted through thematic coding, revealed eight interrelated themes: (a) IEP limitations and insufficient prior information, (b) behavioral masking of student needs, (c) delayed or unclear diagnoses, (d) desire for classroom-embedded progress monitoring tools, (e) need for behavior management training, (f) systematic barriers such as staffing shortages and limited resources, (g) emphasis on the importance of collaboration, and (h) reliance on a trial-and-error approach. Findings indicated that ECSE teachers often begin instruction with minimal actionable data, relying heavily on professional judgment, observation, and collaboration to determine effective strategies. Participants identified the need for improved IEP instructional specificity, developmentally appropriate embedded progress monitoring tools, targeted professional development in behavior management and collaborative practices, and structural supports to facilitate data-driven decision-making.

The study concluded that adapting MTSS for preschool special education requires tools and processes that align with the developmental and behavioral characteristics of young learners, supported by adequate staffing, protected planning time, and accessible professional resources. Recommendations included enhancing IEP content, integrating classroom-based assessment tools, and creating systemic supports to bridge the gap between policy and practice in ECSE settings.

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