Semester of Graduation
Fall 2025
Degree Type
Dissertation
Degree Name
Doctorate in Teacher Leadership, Special Education
Department
Department of Teacher Leadership
Committee Chair/First Advisor
Dr. Jennifer Wells
Second Advisor
Dr. Melissa Driver
Third Advisor
Dr. Mark Warner
Abstract
This qualitative phenomenological study examined the lived experiences of teacher leaders and special education teachers as they implemented Specially Designed Instruction (SDI) in elementary school settings. Despite SDI being a federally mandated component of the Individuals with Disabilities Education Act (IDEA), research consistently shows wide variation in how teachers interpret, deliver, and sustain SDI in real classrooms. Limited professional development, inconsistent coaching structures, and varying understandings of SDI across schools contribute to persistent gaps in implementation fidelity. To address these challenges, this study explored how teacher leaders support SDI implementation and how special education teachers make meaning of their instructional responsibilities across mathematics, reading, and language arts.
Using semi-structured interviews with teacher leaders and special education teachers, this study employed a constructivist phenomenological approach to identify the essence of participants’ experiences. Data analysis revealed six major themes: (a) limited professional development and formal training; (b) contextual and systemic challenges; (c) self-directed learning as a compensatory practice; (d) individualized, student-deficit-driven approaches to instruction; (e) positive student outcomes emerging despite limited support; and (f) alignment with federal SDI expectations occurring informally rather than systematically.
Findings highlight a critical need for clearer SDI guidance, stronger coaching models, intentional collaboration structures, and increased administrative investment in SDI-focused professional development. Implications for practice and policy suggest that strengthening teacher leadership roles, improving SDI training systems, and establishing consistent implementation expectations may significantly enhance instructional fidelity and improve outcomes for students with disabilities. Recommendations for future research include expanded investigations across multiple schools and deeper exploration of teacher leader coaching practices in special education contexts.
Included in
Disability and Equity in Education Commons, Early Childhood Education Commons, Educational Leadership Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Special Education and Teaching Commons