The Lived Experiences of General Education Teachers working with IEP students with Significant Academic Difficulties

Abstract

This study explored the lived experiences of these teachers working with IEP students with significant academic difficulties It sought to uncover the meaning these teachers attribute to the various challenges and to give them a voice (Bloomberg, 2023a) in these matters. Implications and recommendations for practice are given. Based on the classroom teachers surveyed in this mixed-methods study, 55.5% of the responses indicated that it was overall challenging or extremely challenging working with students with significant academic difficulties. The majority of responses came from teachers with the most experience. Finding time to meet their needs was a significant challenge, also reflected in the interviews. Nearly two-thirds (63%) felt that the mainstreaming model would better serve these special needs students. Interviewed teachers generally expressed mixed views about placement; however, those who opted for inclusive education (IE) often cited conditional circumstances or made exceptions. This study also revealed the difficulty for classroom teachers to fulfill IEP requirements. Students routinely placed in the inclusive classroom during core instruction raises legal concerns. The IDEA (2004) stresses the importance of placing students in the regular classroom when appropriate. Further, working in the classroom with these special needs students contributes significantly to the stress teachers experience. A collegial and caring model could help alleviate the emotional strain. Teachers in this study also desired additional administrative support and more special education staff both inside and outside of the classroom.