Theses and Dissertations

Date of Award

5-2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Velma Menchaca

Second Advisor

George Padilla

Third Advisor

Jesus Abrego

Abstract

Educating students with special needs can be very challenging especially when their academic challenges are compounded with behavioral challenges. Disciplining students with special needs can create additional challenges and often the use of punishment can have little to no effect in deterring undesirable behavior. As behaviors escalate, so does the form of punishment and students with special needs are often sent to a Disciplinary Alternative Education Program. This study aimed to uncover the effects of placing students who receive special education services in a Disciplinary Alternative Education Program focusing on the impact of placements on academic outcomes and behavioral changes. The purpose of this study was to determine the effects of placing students who receive special education services in a Disciplinary Alternative Education Program. In the study, special attention to the effects on academics as well as behavior will be given. The rate of recidivism to DAEP and any correlation to future criminal offensives will also be documented. The researcher used a mixed-methods research design to comprehensively investigate the effects of placing special education students in a Disciplinary Alternative Education Program (DAEP). The concurrent transformative design integrates both qualitative and quantitative data collection and analysis methods, providing a more holistic understanding of the multifaceted factors at play.

Through the data analysis, three major themes emerged from surveys and interviews with teachers and administrators which included 1) positive impact on students such as improved behavior and grades, 2) negative impact on students such as unsustained improvements on behavior, grades, and social interaction and 3) misaligned curriculum due to module driven instruction at the DAEP versus traditional curriculum roll out at the home campus. The interviews with students also revealed several reoccurring themes that included an overall positive experience, greater focus while at the DAEP, improved grades, and a positive impact on behavior. The findings indicate that placement in the DAEP has a detrimental effect on the academic progress of students receiving special education services. Additionally, the data suggest that, for the majority of students, DAEP placement does not yield sustained improvements in behavior. On the contrary, for some students, disciplinary issues may have worsened, as evidenced by an increase in infractions following their departure from the program. Regarding attendance, the data reveal a decline in the average attendance rate over time.

Overall, DAEP placement appears to have predominantly negative consequences for special education students, with only minimal and short-term benefits.

Comments

Copyright 2025 Daniel Garza. https://proquest.com/docview/3240634312

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