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Transformational obstacles in special education

D J Wiest1, D A Kreil

  • 1California State University, Department of Advanced Studies, Educational Counseling, San Bernardino 92407, USA.

Journal of Learning Disabilities
|August 1, 1995
PubMed
Summary
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Special education practitioners face job role dissonance when institutional obstacles impede paradigm shifts for students with learning disabilities. This dissonance, stemming from legal mandates and systemic issues, is a normal part of restructuring service delivery.

Area of Science:

  • Special Education
  • Educational Psychology
  • Organizational Change

Background:

  • Special education practitioners adopting new paradigms for learning disabilities encounter 'job role dissonance'.
  • This dissonance arises from institutional obstacles hindering paradigm shifts and practice restructuring.
  • The study examines how these obstacles impact the reframing of the learning disabilities field.

Purpose of the Study:

  • To explore the experiential perspective of special education practitioners facing job role dissonance.
  • To identify institutional obstacles impeding the reframing of learning disabilities service delivery.
  • To understand the role of dissonance in the process of restructuring special education.

Main Methods:

  • Experiential analysis of practitioners' challenges in implementing alternative educational paradigms.

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  • Qualitative examination of institutional factors affecting the field of learning disabilities.
  • Identification of specific impediments to effective service delivery for students with learning problems.

    • Main Results:

    • Key impediments identified include legal mandates, the systemic nature of schools, parental belief systems, and staff time limitations.
    • These factors create significant obstacles to a more effective and viable service delivery model.
    • Job role dissonance is presented as an inherent and normal aspect of genuine restructuring efforts.

    Conclusions:

    • Job role dissonance is a natural consequence of attempting to reform special education practices.
    • Overcoming institutional obstacles is crucial for successful paradigm shifts in learning disabilities.
    • Recognizing dissonance as a normal component can facilitate positive change in special education service delivery.