Date of Award


Degree Type


Degree Name

Doctor of Education (EdD)


School of Education


EXPLORING the EFFECTIVENESS of a CASE MANAGEMENT MODEL IDEa requires special education students receive a free and appropriate education with specialized instruction in K-12 schools. While guidance related to what students are legally entitle to is readily available, little to no guidance related to how systems within schools can best support teachers is available. Special Education teachers are noted to have more difficult, demanding, and stressful roles within schools, which can lead to higher levels of burnout (Bettini et al., 2017). the Case Management model is one manner of service delivery, which allows for special education teachers to specialize in one aspect of the broader role: co-teaching, providing interventions, writing IEPs. This study rooted in action research aims to provide an initial evaluation of how the Case Management modality of service delivery is being implemented in a medium-sized high school. Data related to improvement of legal defensiveness of IEPs, teacher perceptions, and how time was being spent throughout the day was collected. Results suggest that IEPs significantly increased in thoroughness and accuracy in all areas assessed except for €œparent communication€. Teacher perception data suggests that teachers feel that they are supporting students, and have positive associations with the CM model. However, teacher perception related to workload feasibility and stress suggests that teachers continue to feel high levels of paperwork, and need for additional support in classrooms. Areas of focus for School X are discussed further along with suggestions for analysis of other system level components.

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Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.

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