Date
7-15-2024
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Patricia Ferrin
Keywords
mindfulness, coping skills, special education, experiential learning, growth mindset
Disciplines
Education | Special Education and Teaching
Recommended Citation
Bilchak, Matthew David, "Experiences of Educators in Implementing Mindfulness in K-6 Special Education Transition Settings: A Case Study" (2024). Doctoral Dissertations and Projects. 5787.
https://digitalcommons.liberty.edu/doctoral/5787
Abstract
The purpose of this case study will be to understand the perspectives of implementing mindfulness-based interventions for special education teachers in elementary special education transition settings. The theory guiding this study involves experiential learning, which requires students and educators to acquire skills to promote self-regulation actively. A qualitative case study approach provides insight into the advantages and challenges of implementing mindfulness-based interventions (MBI) to understand elementary special education teachers' perceptions. Ten educators from rural Pennsylvania school districts compromise the sample pool. Collection methods include interviews, lesson plan analysis, and surveys. Triangulation of data reveals how educators in special education transition settings utilize mindfulness, both benefits and challenges in delivering student services.
