Date
8-24-2023
Department
School of Education
Degree
Doctor of Education in Educational Leadership (EdD)
Chair
Susan Stanley
Keywords
special education, borderline intellectual functioning, multi-tiered student support, teacher self-efficacy
Disciplines
Education | Elementary Education
Recommended Citation
Kelso, Teresa Davis, "Teachers’ Experiences with Providing Multi-Tiered Student Support for Students With Borderline Intellectual Functioning: A Qualitative Case Study" (2023). Doctoral Dissertations and Projects. 4765.
https://digitalcommons.liberty.edu/doctoral/4765
Abstract
The purpose of this qualitative case study is to understand the obstacles that rural public school teachers encounter while delivering Multi-Tiered Student Support interventions for students with borderline intellectual functioning. The central question guiding this study was: What are the experiences of rural South Carolina public school teachers tasked with providing Tier III interventions for students with borderline intellectual functioning? The theory guiding this study was Bandera’s self-efficacy theory in that teachers are more effective when they are confident in their ability to use appropriate strategies and materials. The setting for the qualitative study was in a small rural district within Central, South Carolina and included 12 teachers. The data collected included questionnaires, interviews, and focus groups and was analyzed by identifying keywords, phrases, specific obstacles, as well as themes that emerged from each set of data.
