Date

12-16-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Ellen Ziegler

Keywords

IEP, Special Education, Individualized Education Program, Students with Disabilities

Disciplines

Education

Abstract

The purpose of this single intrinsic case study was to understand educators' knowledge base of the IEP process at a charter school in the Northeastern United States. The theory guiding this study was the social constructivism theory by Vygotsky. The constructivism theory by Vygotsky is a student-centered approach to learning that is integral for students with disabilities to have the skills taught to them in a functional, individualized setting. This design employed a single-case study methodology that followed the strategic criteria established through an intrinsic investigation. The sample of 10 participants yielded a study that shed light on reality, presenting it through research and open discussion. The study can provide awareness and discovery of newfound understandings necessary to shift the paradigm of this matter. The data collection included observations, interviews, and surveys to gain participant feedback from their documentation. The documentation was related to their perspective on understanding the ethical compliance standards of the special education practices aligned with students' individual education plans. The steps of the analysis approach involved a single intrinsic case study design, utilizing thematic analysis and analytic techniques of pattern matching recognition, explanation building, and logic modeling to understand the shared data and patterns from participants' responses. The study resulted in three themes: (1) educators ensure IEP compliance with successful practices; (2) administration and professional development support; and (3) IEP coordinators and challenges.

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