Date of Award
8-2026
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Edwin Bonney
Committee Member
Dr. Megan Carpenter
Committee Member
Dr. Melissa LaBerge
Abstract
Although the number of students identified as having disabilities (SWD) continues to increase, general education teachers continue to demonstrate difficulty adequately supporting these students. At one South Carolina school in particular, SWD demonstrate decreased academic achievement and increased rate of discipline referrals when compared to non-SWD. This study utilized an improvement science approach in order to implement targeted instruction on high-leverage practices (HLPs) and its impact on general education teacher effectiveness.
Preliminary findings of the intervention trended positive. Teacher participants demonstrated increased understanding of HLPs following intervention, although this increased knowledge did not necessarily correlate with increased application. Students whose teachers participated in the intervention showed stronger performance, relative to grade level, on reading and math measures than their peers. However, disciplinary referrals did not yet show a change in the over-identification of SWD and SWD interviews indicated continued concerns regarding social connections, academic supports, and global sense of belonging.
Results of this study suggest a need for continued implementation of professional development for teachers in the use of HLPs in order to support the education of all students. School leaders have a duty to provide educators with the tools necessary to create student success.
Recommended Citation
Watson, Taylor, "Increasing General Education Teacher Effectiveness when Working with Students Receiving Special Education Services" (2026). All Dissertations. 4345.
https://open.clemson.edu/all_dissertations/4345