Campus Location
Dallas Campus (Online)
Date of Award
6-2025
Document Type
Dissertation
Department
Organizational Leadership
Degree Name
Doctor of Education
Committee Chair or Primary Advisor
Julie Lane
Second Committee Member or Secondary Advisor
Karan Duwe
Third Committee Member or Committee Reader
Javier Flores
Abstract
This study explored the lived experiences of teachers and administrators supporting students with disabilities transitioning from special education to general education settings. Grounded in a phenomenological approach within a qualitative research paradigm, the research aimed to uncover how educators perceive and navigate the challenges, barriers, and successes associated with this complex transition process. Data were collected through semistructured interviews with a purposive sample of special education teachers, general education teachers, and school administrators from a small urban district in Texas. The study followed a qualitative methodology that focused on transition theory, and data were analyzed using thematic analysis.The research procedures included participant recruitment, in-depth interviews, transcription, coding, and theme development aligned with the study's phenomenological framework. Key findings revealed lack of understanding of the least restrictive environments, systemic and practice-level challenges, including limited professional development, inconsistent collaborative planning time, unclear policies, and emotional responses. Participants emphasized the importance of individualized, gradual transition planning, strong family engagement, and collaborative decision-making, particularly through the work of Admission, Review, and Dismissal (ARD) committees. The study concludes that successful transitions require coordinated, inclusive strategies supported by leadership, time, and resources. These findings inform practical recommendations and suggest avenues for future research, including longitudinal and comparative studies to evaluate transition outcomes and inclusion practices across educational settings.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Wilson, Alexus K., "Identifying Perceived Barriers in Special Education" (2025). Digital Commons @ ACU, Electronic Theses and Dissertations. Paper 905.
https://digitalcommons.acu.edu/etd/905