An e-delphi proactive approach to meeting the needs of struggling students in the general education classroom

Abstract

Every student within the general classroom deserves an equal and equitable opportunity for success, regardless of his or her learning style. Many students within the general classroom are struggling to acquire knowledge, as many teachers are unprepared to meet the demand of all students in their classroom. Estimations ranged from 10 percent to 20 percent of the population are diagnosed learning disabled. This study established the need for proven strategies that all teachers can incorporate prior to accessing the special education department. Given that students learn in a variety of instructional ways, the purpose of this qualitative e-Delphi study is to provide teachers with an array of best practices (tools and strategies) that they can implement in the general classroom. The participants were convened using the snowball approach, with the help of a recruiter. The criteria for participation: teaching for at least seven years, worked with students with learning disabilities for a minimum of five years, and have completed additional qualification course Special Education Part 1. Participants completed two rounds of survey questions, providing tools and strategies for students with varying learning styles. The results from the study provide several tools and strategies for each of the learning styles, with technology appearing in each of the three learning styles. Future studies conducted should incorporate a wider range of professionals and/or known experts within the special education field. Other recommendations include; participation of new teachers, administrators, educational assistants, ABA and IBI facilitators. Further recommendations include, additional professional development, workshops targeting specific learning deficits, and resources, such as fidgets, and yoga balls, that will enable students to stay in the learning zone for a greater length of time.