An Analysis of the Process Utilized to Determine Special Education Service Delivery Models for Elementary-Aged Students with High Incidence Disabilities
This dissertation examines the processes used by elementary schools in District A to determine effective service delivery for students with high-incidence disabilities. The study utilizes a mixed-methods approach, including interviews with special education teams and an analysis of student growth data, to evaluate the impact of various delivery models, such as co-teaching and services provided outside of the general education setting. The primary research question investigates the consistency and effectiveness of these decision-making processes across the district’s schools. Findings indicate that inclusive education practices enhance student outcomes, though inconsistent collaboration and data usage present challenges. Recommendations focus on norming decision-making protocols, enhancing professional development, and promoting collaborative frameworks to optimize both academic growth and equitable service delivery.
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