Title

An examination of the special education cyclical monitoring process through a socio-technical system's lens

Abstract

The current study used a socio-technical system’s (STS) lens to examine how a suburban Pittsburgh school district applies the cyclical monitoring process. The use of a qualitative research method to examined how school districts and how school administrators use the ...
Show moreThe current study used a socio-technical system’s (STS) lens to examine how a suburban Pittsburgh school district applies the cyclical monitoring process. The use of a qualitative research method to examined how school districts and how school administrators use the cyclical monitoring process in special education to provide a foundation for developing appropriate regulations that guide in ensuring students with special needs receive adequate formal education. The researcher collected and discussed information about the participation of school administrators in using a cyclical monitoring process for decision-making at the district and building level through interviewing. Thematic analysis was used to analyze the collected data. All of the participants in this study demonstrated basic knowledge of the CMCI process and the impacts this process has on special education policies, procedures, and practices within the district. While each participant demonstrated a different level of understanding of how compliance monitoring enhances the services and programs offered in the district, all five participants recognized the benefits and needs for the CMCI process. All administrators interviewed described the CMCI process as a positive process to evaluate the district’s programming and reflect upon areas that need improvement. Common themes identified in this study included: resources/programming, interventions, and parent engagement. Based on this study, it can be concluded that the increase of administrators’ knowledge and participation in the CMCI process will improve compliance with special education regulations as well as improve education for all students with disabilities.
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Year Issued

2022

Author

Garczewski, Christina

Sub-title

a case study of a suburban Pittsburgh school district