UTILIZING DATA-DRIVEN DECISION MAKING TO ENHANCE INCLUSIVE PRACTICES AND MAXIMIZE ACADEMIC SUCCESS FOR STUDENTS WITH DISABILITIES

In the special education world, there will always be a difference of opinion amongst educators on what individualized instruction is, where it takes place, and why individualized instruction needs to be implemented. Arguments can be due to what every student’s individualized academic needs are, the student’s behavioral needs, or what the Admissions, Review, and Dismissal Committee (ARDC) members decide. Even though the ARDC specifies the type of instruction, the duration of instruction per subject, the instructional setting, and any related services required, these decisions made by the Admissions, Review, Dismissal Committee do not always lead to placement of the student in the least restrictive environment or LRE. This committee comprises professionals who work with the student and are familiar with the student’s needs: the campus administrator, general and special education teachers, special education assessment staff, the student, and the parent. ARDC members address items relevant to where the student stands in academics and behavior, and where they want to get them within a certain amount of time. They also address the necessary services, and the frequency, duration, and instructional location where these needs will be met. This design-based school improvement intervention study will utilize teacher surveys, questionnaires, and face-to-face and virtual interviews with general and special education teachers participating in ARDCs to determine the students' instruction in the least restrictive environment.