Teachers’ Perspectives Regarding Achievement Gaps for Low Socioeconomic Status Special Education Students

The problem addressed was that academic achievement gaps existed for low socioeconomic status (SES) family special education students among special education students in United States schools. This problem was important because it negatively affected equity in education as low SES community special education students lagged behind more affluent community special education students. The purpose of this qualitative study was to investigate secondary teachers' perspectives on how low SES influenced learning for special education students from such communities, thereby creating an achievement gap for the students. The theoretical framework that supported the study was Bandura's social cognitive learning theory. The research question related to teachers' perspectives regarding how low SES influenced learning for special education students. This study used a basic qualitative design. The participants were special education teachers. Data were collected through semistructured interviews of 10 secondary special education teachers in the Maryland, Delaware, Washington DC, and Virginia areas. The themes identified included limited parental involvement depriving students of their needed home support, inadequate resources due to poverty, a less enabling home environment for learning, effects of collateral social and emotional problems in their communities, and inadequate teaching strategies and professional development opportunities, compounded by qualified special education teacher shortage. Understanding teachers' perspectives on the achievement gaps may positively influence social change, as stakeholders can develop or improve programs to alleviate the factors affecting educational equity for low socioeconomic community students.