| Research has shown that students with learning disabilities often do not complete or submit their homework, which may lead to failing grades. The intent of this research was to examine the perceptions of elementary special teachers on assigning appropriate homework for these students. The purpose of this phenomenological study was to investigate the lived experiences of teachers who instruct students with learning disabilities in grades 3--6 regarding the value, type, application, and creation of homework assignments. The study was conducted using a qualitative approach in which 13 teachers of students with learning disabilities in New York State were interviewed. Twenty-two themes emerged based upon 6 research questions. Extrapolated themes were that the teachers' value homework yet do not grade it; math and spelling homework are consistently utilized; homework is used as a way to communicate with parents; teaching students responsibility is a non-academic homework benefit; teachers have few professional development opportunities in creating meaningful homework assignments; and teachers know little about district homework policies. This study should impact assessment for students with learning disabilities, which may lead teachers to review their homework policies to best meet the needs of these students. Recommendations for future research include investigating the degree to which policies compromise best practices in homework assignments and assessments, encouraging general education teachers to work together with special education teachers to create properly modified homework assignments for students with learning disabilities. Future research is also needed about time spent on homework and the frustrations associated with homework completion. |
