Academic Support Survey

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Academic support is a class designed to assist students identified with high incidence disabilities, such as learning disabilities or other health impairments, in gaining the skills needed to be successful in the general education classroom. The Secondary Special Education Coordinator of the Brandywine School District sent an electronic survey out to 69 special education teachers. Teachers who were asked to complete this survey must have taught an academic support class at the secondary school level. The goal of the survey was to (a) identify the teacher level of satisfaction with the implementation of instructional practices in the academic support class and (b) to understand better the challenges or barriers teachers face with the implementation …show more content…
All Academic Support Class instructors are being asked to participate in the survey. The survey should take no more than 20 minutes to complete.
A summary report will be generated based on the information collected that may help guide professional development and restructuring of the Academic Support Class period. The report will be shared with district administrators and Ms. DeMayo's doctoral committee.
There are no risks to your participation. Participation is entirely voluntary, but your perspectives would be greatly appreciated. Please rest assured that all responses are confidential. You will not be asked for any personally identifying information and none of your responses will be associated with you personally. Any responses taken from these surveys will only be reported in aggregate form. There are no consequences if you choose not to participate.
If you have any questions concerning the survey, please contact Stephanie DeMayo …show more content…
However, this response may be skewed owing to the work I do with the teachers. Instructional planning is one of the areas I have concentrated on with the teachers. So, they may have been hesitant to admit they have not been lesson planning in fear that it would reflect negatively on their annual evaluation regardless of the anonymity of this survey. Three and a half participants did not show their level of agreement at all. The results from the open-ended questions are shown below in Tables 9-11.
The most common responses to the barriers of implementation related to resources, varied skill level of students, and unclear expectations. The barriers overlapped with the resources that teachers identified as assisting in the implementation of instruction during the academic support class. The most common response for resources needed was curricular materials, classes based on common ability level, and clear expectations.
Teachers responded that they lack both curricular and technological resources. Responses indicated that access to both curricular materials that match student need and technology would help with student
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