Implementing Reading IEPs for Students with SLD in Resource and Inclusion Classrooms

The qualitative study examined special education teachers' perceptions of 4A District schools in the South Plains Region of West Texas responsible for implementing Individualized Education Plans (IEPs). The focus was to understand how teachers perceive the influences of instructional settings, including both inclusion and resource classrooms, on the Accommodated State of Texas Assessment of Academic Readiness (STAAR) results for students with Specific Learning Disabilities (SLD) and reading IEP The study specifically targeted students in grades 3-10. The researcher used questionnaires, interviews, and Accommodated STAAR results for students in grades 3-10 to identify teacher strategies and interventions tailored for students with SLD within inclusion and resource classroom environments.