Dissertation Writing Help - The policies, practices, and beliefs of educators that influence the identification of students with disabilities

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The purpose of this study was to identify policies, practices, and beliefs of educators that may influence the identification of students with disabilities. In the literature no other qualitative studies were found that investigated this topic. Using Weatherley (1979) and Lipsky (1980)'s Street-Level Bureaucracy as a guiding conceptual framework. The following three research questions were addressed: (1) What core beliefs of educators lead them to identify or prevent them from identifying students with disabilities? (2) What educator practices lead them to identify or prevent them from identifying students with disabilities (3) What school and district policies lead them to identify or prevent them from identifying students with disabilities?

Grounded in qualitative, multi-case design, I gathered data via a combination of interviews, observations, document reviews, and physical artifacts in two Midwestern School Districts with similar enrollments and demographics. However, the two districts differed greatly with regard to prevalence rate of students with disabilities. Superintendents, directors, principals, and regular and special educators participated in interviews (a total of 25 interviews). To analyze the data, I used the constant-comparative method with the ATLAS/ti software program.

Three educator beliefs that may lead to identification were identified, including administrator fear of lawsuits. Seven educator beliefs that possibly prevent identification were identified, including a belief in not labeling and a belief in data-driven decision-making. Five practices may lead to identification, including lack of academic support. Six practices possibly prevent identification, including focusing on student success and collaboration between regular and special educators. Four policy issues possibly lead to identification, including ignoring school policy. Three policies prevented labeling students with disabilities including, policies as written interventions. From the findings, I developed a theory of identifying and servicing students without labeling. This study includes implications for educator practice, leadership practice, educator training, and leadership training.