Date of Award

January 2023

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Teaching & Learning

First Advisor

Jared Schlenker

Abstract

General education teachers are expected to provide instruction to and promote learning in all students within a general education classroom per state and federal mandates. These mandates ensure students with disabilities like dyslexia are given access to a general education classroom, curriculum, and materials, and provided with support through an Individualized Education Program (IEP) or 504 Plan. However, general education teacher training and professional development programs have often been ineffectual in preparing general education teachers for delivering instruction to and promoting learning in individuals with dyslexia. As a result, many general education teachers are unprepared for supporting students with dyslexia in a general education classroom.In this mixed-methods, explanatory sequential design study, 10 general education teachers from a non-rural school district shared their training and professional development experiences. Data collection and analysis examined current teacher preparation programs at the time of this study and general education teachers’ understanding and awareness of individuals with dyslexia in the late elementary and middle school grade levels. Participants’ surveys and interviews examined the requests or the receipts of general education teacher training and professional development in dyslexia, the implementation of accommodations/modifications for dyslexic students, the use of effective instructional practices or strategies for teaching dyslexic students, and the receipt of support and guidance for teachers of students with dyslexia. Findings led the researcher to identify a central theme; access to intervention supports and materials in providing instruction to and enabling learning in individuals with dyslexia. The purpose of this study was to identify needs of general education teachers in their classrooms in relation to their roles and responsibilities of providing instruction to and enabling learning in individuals with dyslexia.

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