The Face of Special Education in High-Risk Successful Schools

• In Event: Roundtable Session 104
  In Roundtable Session: Topics in Special Education

Abstract

Through focus group interviews, we examined what special education looks like in 14 Tennessee schools identified as high-risk based on socioeconomic factors and standardized achievement data. We asked general and special education teachers and administrators the reasons for their academic success, particularly in literacy. Patterns common across the schools include increased inclusion of special education students; institutionalized collaborative practices, e.g., common planning time that included special education personnel; emphasis on assessment to inform instruction; common professional development and increased use of common instructional materials; and increased instructional time for all students. Through this work, we offer insights into how special education functions in schools that moved from failure to success and arising implications for special and general teacher preparation.

Authors

• Sherry Mee Bell, The University of Tennessee

• Susan McLean Benner, The University of Tennessee

• Anne McGill-Franzen, The University of Tennessee

• Kandy Smith, The University of Tennessee