Date of Award
6-19-2026
Document Type
Dissertation
Degree Name
Educational Leadership, Ed.D.
First Advisor
Bronwyn MacFarlane
Second Advisor
Twila Patten
Committee Members
Carla Mitchell
Abstract
This qualitative phenomenological study investigated teaching practices that teachers perceived impacted the reading performance of second-grade special education inclusion students who spend 80% or more of their reading instructional time in the general education classroom. Despite the significant progress made under the Individuals with Disabilities Education Act (IDEA), special education students continue to perform lower academically than their non-disabled peers, particularly in reading. This study aims to identify instructional and non-instructional practices that teachers perceive impact the reading performance of special education inclusion students. The study utilized semi-structured interviews with second-grade teachers in Title 1 K-8 schools in the northwest Louisiana. The data was analyzed using thematic analysis to identify patterns and themes that shed light on the practices most beneficial for special education inclusion students. By gaining insight into teachers’ perceptions, this study aimed to identify practices that may help bridge the achievement gap between special education inclusion students and their non-disabled peers.
Rights Management
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Recommended Citation
Hampton, Lynette, "Practices That Impact the Reading Performance of Elementary Special Education Inclusion Students" (2026). Student Theses and Dissertations. 1166.
https://arch.astate.edu/all-etd/1166
