Publication Date

Summer 2026

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education

Advisor

Lisa Simpson; Kalpana Galagali; Sudha Krishnan

Abstract

In the United States today, 7.3 million students are receiving special education (SPED) services under the Individuals with Disabilities Education Improvement Act (IDEIA, 2004). Rules and regulations governing SPED help ensure that SPED students receive good quality education. Section 1414(d) of IDEIA requires schools to provide specialized academic instruction as per each student’s Individualized Education Program (IEP). SPED teachers are responsible for accommodating, scaffolding, and individualizing the curriculum to meet the goals specified in the IEP. Defining the individualized curriculum is an added responsibility for a SPED teacher. This study examined SPED teachers’ access to instructional materials that implement EBPs for creating lesson plans. Furthermore, we reviewed the validity of online resources that claim to implement EBPs. Finally, we elicited SPED teachers’ perceptions on the use of Generative AI (GenAI) tools to create lesson plans that implement EBPs.

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