Block scheduling: Special education teachers' attitudes and perceptions of the academic and social development of students with high-incidence disabilities

The purpose of this study was to determine special education teachers' perceptions of the 4X4 block scheduling for students with high incidence disabilities. The study addressed six questions: (a) What are the perceptions of special education teachers regarding the effectiveness of the 4X4 block scheduling? (b) Does block scheduling assist in increasing the academic performance of students with disabilities? (c) Does block scheduling assist in increasing the social development of students with disabilities? (d) What high-incidence disability category benefits most from a 4X4 block scheduling? (e) What are some of the advantages and disadvantages to block scheduling for students with disabilities? (f) Have academic development and social development improved for students with disabilities since the implementation of block scheduling? Five special education teachers from several high-incidence disability categories (i.e., LD, ED/BD, and MR) from a large Virginia high school were participants. A discussion of the current research on block scheduling is offered, which forms the foundation for the research questions addressed in the study. Descriptive research employed in this study consisted of administering and analyzing the results of a general demographic survey given special education teachers, obtaining archival information from school and district administrators, and interviewing special education teachers. The results indicate that special education teachers offered more advantages to block scheduling then disadvantages. Special education teachers consistently agreed that block scheduling afforded students more time to complete assignments, delved more deeply into lessons, improved student and teacher relationships, and increased teaching techniques for teachers. Contradictorily, special education teachers agreed that block scheduling made it difficult for students to stay focused for a 90 minute block, exacerbated the pressure placed on students to perform at a faster pace, and significantly reduced students' socialization in the school setting. Implications for future research and practice are provided.