Date of Award
Spring 4-4-2025
Degree Type
Restricted Access Capstone
Degree Name
Doctor of Education (EdD)
Department
School Psychology
First Advisor
Patrice Leverett
Abstract
Abstract
This capstone project examines the development and implementation of a professional training program aimed at equipping general education teachers to support students in special education programs more effectively. Grounded in principles of equity, inclusion, and social justice, the project addresses the urgent need to close the knowledge and practice gap among general education teachers who often lack formal training in special education. The initiative integrates evidence-based frameworks, including Universal Design for Learning (UDL), Positive Behavioral Interventions and Supports (PBIS), differentiated instruction, and collaborative teaching models.
Through an in-depth needs assessment, RIOTS analysis, stakeholder engagement, and a review of current legal requirements under the IDEA and Section 504, the project outlines a multi-phase training and implementation plan. Emphasis is placed on building teacher confidence and competence, reducing disproportionality in academic and behavioral outcomes, and fostering inclusive school environments where every student can thrive. Ultimately, the project aims to transform instructional practices and school culture by ensuring equitable access to quality education for students with disabilities through meaningful, targeted professional development.
Keywords: inclusive education, special education, general education teachers, UDL, PBIS, differentiated instruction, professional development, equity, social justice
Recommended Citation
Castellon, L.
(2025).
Training Program for General Education Teachers to Serve Special Education Students.
Retrieved from: https://ecommons.luc.edu/luc_soecap/51
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This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
