Author

Bolash Carey

Date

Fall 8-1-2023

ESRP 9000 Professor

Jason Abreu, EdD

ESRP 9001 Professor

Jason Abreu, EdD

Executive Summary

This strategic research project was designed to provide insight and solutions into the lack of training general education teachers receive in preparation for teaching students with disabilities, in an inclusion setting. Students with disabilities are being educated in inclusion classrooms, by general education teachers that do not have knowledge of how to accommodate to their student’s needs. Professional development training has been identified by educators as a way of helping improve the quality of instruction. Without the proper training, general education teachers find themselves unable to properly contribute to the success of students. The organization in the study is currently the third-largest school district in the country and sets high expectations for its teachers and students. The mission of the organization is to guide students to achieve their maximum academic potential using individual background knowledge and life experiences. A Strength-Weakness-Opportunity-Threat analysis was conducted on the organization and revealed four weaknesses that needed to be addressed identified as support for teachers, teacher shortage, teachers’ perceptions of students with disabilities, and lack of training. To determine the best way to solve the weaknesses, a Qualitative Strategic Planning Matrix was performed and results determined that offering more professional development to teachers was the best solution. By developing a coaching model within the organization, special education teachers would be able to mentor general education teachers, guiding them through evidence-based practices to implement in the classroom, leading their students to academic success.

Document Type

Strategic Research Project-NSU Access Only

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education

Language

English

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