Introduction

Background and Problem (9-10 citations):

What are some of the things we DO know about this problem/topic from the
literature?
Hocutt, A. M. (1996). Effectiveness of special education: Is placement the
critical factor?. The Future of Children, 77-102.
Crockett, J. B., & Kauffman, J. M. (2013). The least restrictive environment:
Its origins and interpretations in special education. Routledge.

What is the GAP in our knowledge/understanding of this phenomenon? (ie

what is missing from the literature on this topic? This is the PROBLEM of
your study-although we know x, y, z about this, we DO NOT KNOW.)

I could not find any studies that addressed teacher perceptions and ideas
regarding an appropriate continuum of services in special education.
Primarily examining the relationship and migration between MRE, Bridge,
Inclusion, and General Education settings.

Delmolino, L., & Harris, S. L. (2012). Matching children on the autism

spectrum to classrooms: A guide for parents and professionals. Journal of
autism and developmental disorders, 42(6), 1197-1204.

Purpose of the Study:

Fuchs, D., Fuchs, L. S., & Stecker, P. M. (2010). The blurring of special
education in a new continuum of general education placements and
services.Exceptional Children, 76(3), 301-323.

Examine teacher perceived barriers to an appropriate continuum of services

for students with special needs

The purpose of this study is to:

List the specific research questions that elaborate your research purpose:

Fuchs, D., & Fuchs, L. S. (1994). Inclusive schools movement and the
radicalization of special education reform. Exceptional children, 60(4), 294309.

1. What do teachers believe an appropriate continuum looks like? Does it

vary depending on classroom type, or the populations being serviced?

Lewis, T. J., Chard, D., & Scott, T. M. (1994). Full inclusion and the education
of children and youth with emotional and behavioral disorders. Behavioral
Disorders, 277-293.

2. Are there barriers to implementing an appropriate continuum? What are

the barriers? Are they things that can be changed within the school, or does
it need to be taken to administration?

Obiakor, F. E., Harris, M., Mutua, K., Rotatori, A., & Algozzine, B. (2012).
Making inclusion work in general education classrooms. Education and
Treatment of Children, 35(3), 477-490.

Methodology
Role of Researcher*: Interviewer/Data collector

Taylor, S. J. (1988). Caught in the continuum: A critical analysis of the

principle of the least restrictive environment. Research and Practice for
Persons with Severe Disabilities, 13(1), 41-53.
Zigmond, N. (2003). Where should students with disabilities receive special
education services? Is one place better than another?. The Journal of
Special Education, 37(3), 193-199.

Data Collection Methods: Individual, semi-structured interviews

Data Sources/Participants: General Education, Inclusion, MRE
teachers, and special education assistants at Jerstad-Agerholm
Elementary

Data Points: Perceived barriers

Procedures: Identify respondents, compile the number of interviews that are

finalized and will be carried out, prepare interview probes, conduct the
interviews, transcribe and analyze the data.

Data Analysis Plan: Compile results from multiple sources, transcribe the
interview recordings, examine the data for common themes

Strategies to enhance Validity: describe the ways my contexts and others

differ, provide lots of data about the degree of similarity between various
groups of people, places, and even times.

Strategies to enhance Reflexivity: provide open-ended questions, give all

potential respondents an even chance to participate, create a data analysis
plan before developing questions/prompts.

Tentative Themes/Theories: Administrative barriers, School

climate/structure barriers, Ideological barriers