“It’s Like She’s Researching My Brain”: Exploring Children’s Perspectives on Special Education Teaching Quality

Abstract

Drawing on focus groups with 55 students taught by five special education teachers rated as highly effective by school and district leaders, we used interpretative phenomenological analysis (Smith & Nizza, 2022) to explore how elementary school students make sense of special education teaching quality. Findings revealed three interlaced domains of special education teaching quality: (1) Fostering strong relationships, (2) Constructing responsive learning environments, and (3) Engaging students in challenging learning. Within each domain, we identified and elaborated on practices students identified as important for their learning and development. Students highlighted how these practices resulted in two affective outcomes: a sense of belonging and self-efficacy. We discuss implications for special education research, policy, and practice, as well as the preparation and development of all teachers in support of inclusive schools.