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Stories We Carry Into Classrooms: The Literacy Narratives Of Teachers Of Students With Complex Support Needs, Sharon L. Head

Special Education ETDs

In this study, I used a case-based narrative inquiry to investigate the literacy narratives and the thinking about instructional practices of four teachers of students with complex support needs (CSN) from a small, rural school district in the Southwestern United States. I conducted initial and follow-up interviews and facilitated two focus groups across an eight-week period using a process designed to look at teacher narratives across time and after interactions with peers. My data were in the form of transcripts of all interviews and focus groups that I analyzed using two analytic processes: thematic and narrative (Polkinghorne, 1995). I described …