Dynamic and Static Working Conditions: Examining the Work of Special Education Teachers

Abstract

Abstract This study examines how working conditions shape the practical experiences of special education teachers. Through observations and interviews, I found that staff absences and scheduling conflicts disrupted the work of special education teachers. Entrenched limitations to personnel and temporal resources intensified these disruptions, framed herein as dynamic working conditions. In response, special education teachers acted as street-level bureaucrats, distributing supervision and instruction to those students they deemed most in need.