Date of Award
Spring 1-2025
Document Type
Dissertation
Selected Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 3.0 License.
Degree Name
Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities
Department
Education
School
School of Education and Human Services
First Advisor
Warren Whitaker
Abstract
Current research underscores the significant role that positive teacher-student relationships play in a student's academic success. A strong, supportive connection with a teacher can enhance student learning, motivation, and social-emotional development. Teachers who cultivate these relationships tend to foster deeper learning, improved engagement, and a greater sense of support, making students feel valued and understood. In the context of special education, relationship-building with students requires special consideration due to the unique challenges presented by communication barriers, behavioral issues, teacher perceptions, and the diverse needs within the classroom. In this study, I aim to explore how secondary special education teachers perceive and navigate relationship building in special education classrooms. Culturally Relevant Care (CRC) and Care Theory frameworks were used as lenses to explore special education teacher and student relationships in diverse special education classroom environments. Semi-structured interviews and classroom observations were conducted with five special education teachers. The four major findings were that a positive classroom climate aids in student receptivity, engrossment leads to culturally responsive learning in diverse placement settings, effective communication in the special education classroom establishes student trust and educational barriers are in place that prevent the critical components of CRC from being implemented fully in the special education classroom. This research offers important insights for teachers, administrators, and policymakers, emphasizing the value of fostering strong teacher-student relationships in special education. Strengthening these connections can empower students to achieve greater success in the classroom and better prepare them for life.
Related Pillar(s)
Study
Recommended Citation
Fortunato, Vincent Patrick, "Centering Culture in Special Education: Building Effective Student-Teacher Relationships Through Culturally Relevant Care" (2025). Theses & Dissertations. 212.
https://digitalcommons.molloy.edu/etd/212
