Educator perspectives of special service implementation in a rural school system

In many rural school districts in a midwestern U.S. state, special education service implementation conflicts with initiatives to improve and maintain an effective school-wide educational environment. The purpose of this qualitative case study was to investigate how differences in levels of teacher training in special education affected the perceptions that district educators held regarding the implementation of special services. The conceptual framework focused on the interactions between the school-wide learning environment and teacher training. Key research questions addressed the impact of differences in the level of special education training on educator perceptions of the role of special education in the learning environment. Methods of data collection were records review, interviews, and direct observation of 25 certified teachers chosen purposefully from the K-12 public school system. Data were analyzed using an open coding approach and revealed that a difference in level of special education training did exist but had less impact on educator perception formation than existing environmental factors such as educator interaction and behavior systems. One conclusion was that relationships among teachers were a stronger factor in perception formation than level of teacher training. Results of this study indicated that changes to the school-wide learning environment should be made by strengthening connections among educational stakeholders. It is recommended that the blending of special education services and the learning environment be accomplished through collaborative problem solving and program development. Positive social change could be affected through building connections among professionals and the acceptance of special education programs. Improved cooperation between professional educators could result in more equitable educational opportunities for all students.