Experiences and challenges of independent study charter school educators: a case study

Stacey Lynn Porter

doi:10.17918/etd-7260

Charter schools are becoming increasingly popular in K-12 education and are becoming an attractive alternative for parents of students with disabilities. While charter schools have more freedom to operate without having to comply with certain regulations, they are not exempt from the policies that support students with disabilities. Independent study school charters offer an alternative education different than most traditional schools. Parents of students with disabilities appear to be gravitating towards independent study learning environments and moving away from a traditional classroom infrastructure that was designed to support the specialized needs of students with disabilities. This study explores the perspectives and experiences of sixteen independent study charter school educators who work with students with disabilities in some capacity at their schools. The study sought to understand how these charter school educators provide specialized academic services and support in this unique educational setting. Challenges for educating students with disabilities in an independent study school setting, such as, implementing IEPs, accommodating learning needs and providing differentiated instruction will also be explored. The research questions that guided this study are: 1. How do independent study charter school educators describe their experiences teaching students with disabilities? 2. What challenges do independent study charter school educators face when supporting students with disabilities? 3. How do independent study charter school educators describe their preparedness to support the individualized needs of students with disabilities? Through in-depth analysis of interviews, artifacts, and the researcher's journal four findings emerged: (a) individualized learning, (b) inclusive practices, (c) collaborative school culture, and (d) negative challenges. Four results were interpreted from the findings and situated within relevant literature: (a) Independent study charter schools """"enrollment for all"""" policy can be misleading, as the school cannot always offer appropriate FAPE for some special education students; (b) Collaborative relationships between general education and special education educators influence inclusion; (c) Flexibility of educational approaches impact successful inclusion at the independent study charter school; and (d) Independent study charter schools enroll students with disabilities without hiring adequately trained general education teachers to work with them. Conclusions from the findings and results emerged and are offered in response to the research questions posed. Recommendations are then offered.

Experiences and challenges of independent study charter school educators: a case study

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Experiences and challenges of independent study charter school educators: a case study

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