The Secondary Shuffle

This study explored the perspectives and practices of six secondary special education teachers regarding role conflicts within their profession. Ideally special education teachers are expected to work with students with disabilities in ways that promote the students’ progress on individual learning goals as stated in their IEPs. In reality special education teachers often spend the time set aside for working on IEP goals assisting the students with homework and tests that will allow the students to “pass” their required classes. Thus students’ IEP goals are often neglected.