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April 26, 2026Exceptional Children

Working Conditions and Instructional Decision-Making Among Special Educators Teaching Elementary Students with Emotional/Behavioral Disorders

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Authors

JLJennifer LillisEBElizabeth BettiniDPDavid Peyton

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Overview

Mixed methods study explores how working conditions shape instructional decisions in elementary special education, suggesting ways to improve support.

Key Points

  • This study aims to explore how working conditions affect instructional decision-making among special educators teaching elementary students with emotional and behavioral disorders.
  • Conducted a mixed methods study with nine elementary special education teachers
  • Used a convergent parallel mixed methods design
  • Collected quantitative data on reading lesson quality alongside qualitative data on working conditions and decision-making.
  • Instructional decisions are influenced by students’ academic and social-emotional needs, paraeducator availability, and available resources.
  • Teachers navigate complex factors rather than simply matching practices to individual student needs.
  • Findings can guide school leaders in supporting special educators to enhance instructional effectiveness.

Cite This Study

Lillis et al. (2026) studied this question.

synapsesocial.com/papers/69edac9b4a46254e215b461chttps://doi.org/10.1177/00144029261438017
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Also Consider

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  1. 1Principals’ Conceptions of Their Roles Supporting Self-Contained Programs for Students With Emotional/Behavioral Disorders2024 · 7 citations
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  3. 3Perceptions Matter: Administrators’ Vision of Instruction for Students with Severe Disabilities2017 · 28 citations
  4. 4A Comparison of the Instructional Context for Students with Behavioral Issues Enrolled in Self-Contained and General Education Classrooms2011 · 85 citations
  5. 5Oral Reading Fluency Development for Children with Emotional Disturbance or Learning Disabilities2014 · 52 citations