Abstract Special education teachers’ practice is influenced by an understanding of special education policy and knowledge of implementation practice. This study examined the perceptions of nine special education teachers related to their interpretation of assessment, progress monitoring, and transition mandates in a large urban district. Qualitative methods included a constant comparative approach to coding of teachers’ open-ended interview data. The themes that emerged in this study highlight ways in which teachers’ determine student needs, provide student supports and services, and how they navigate the implementation of supports through collaboration and partnerships. Understanding teachers’ perceptions and navigation of policy requirements to meet students’ diverse needs provides insight to contextualize implementation decisions and provide examples for practice. Implications of these findings for practice are addressed.

中文翻译：

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教师对实施实践的认识，以支持中学生接受特殊教育

摘要特殊教育教师的实践受到对特殊教育政策的理解和实施实践知识的影响。这项研究调查了九名特殊教育教师对大城市地区评估，进度监控和过渡任务的理解。定性方法包括对教师开放式访谈数据进行编码的恒定比较方法。本研究中出现的主题突出了教师确定学生需求，提供学生支持和服务的方式，以及他们如何通过协作和伙伴关系来导航支持的实施。了解教师的理解和政策要求的导航以满足学生的各种需求，可以提供洞察力，将实施决策与实际情况相结合，并为实践提供实例。解决了这些发现对实践的影响。