HOW CASE MANAGEMENT DUTIES IMPACT INSTRUCTIONAL TIME TO SUPPORT STUDENTS WITH SPECIAL NEEDS

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2020-05

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The central principle of any school system is the focus on better pedagogical strategies for all students; including students with disabilities (SWD). Large teacher workloads can take time away from this instructional purpose. The primary aim of the current study was to investigate the attitudes of special education teachers, general education teachers, para-educators, and administrators, about the way the roles of personnel are managed by schools. The intent of this study was also to investigate their beliefs about the school principals’ roles in supporting special education teachers and students. There were 64 participants, administrators, para-educators, general education teachers, and special education teachers from three high schools in a small southern California district known as District ION. Participants were asked to fill out a survey that asked about their experience working in education. The two research questions were addressed in this study using a mixed methods approach. How do schools manage roles of personnel to increase the effectiveness of special education? What are the beliefs to support the ideal roles for school staff in relationship to SPED? The results of this study indicated that the teachers of record (TOR) spent nearly double the amount of time performing IEP-related duties than their general education colleagues. The results of this study also indicated that nearly half of the general and special education teachers believed that there was a general lack of administrative clarity and support when working directly with students with disabilities (SWD) in a classroom setting. Further research should be conducted to explore a potential correlation between the amount of time teachers spend on IEPrelated duties and achievement of SWD. Further research is also needed to answer questions concerning educational leadership and the role leaders play in creating the supportive professional conditions that promote achievement for SWD and the general student population.

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