Journal of K-12 Educational Research 39 Implications The quantitative and qualitative findings demonstrate a specialized training gap aligning with the research findings available on educator preparation programs and in-service training in the review of academic literature. More literature is available to discuss the neurological developments of dyslexia and related disorders, which marks progress in understanding specific learning disabilities; however, less literature is available reporting on academic strategies studied in the general education environment (Chung et al., 2020; McCloskey & Rapp, 2017; McGregor, 2020; West, 2017). As more brain-based research tends to be associated with dyslexia and ADHD, more studies align with those impairments, rather than dyscalculia, dysgraphia, executive function, and speech and language disorders, although some studies can be found linking anxiety to ADHD (McCloskey & Rapp, 2017; Michelini et al., 2015; Otterman et al., 2019; Schultz, 2020). The findings of the current study suggest more practical research of these disorders in the general education environment is needed to compare to known neurological research. Additional research is necessary to guide general education environments in the wake of significant educational policy changes in the state of Texas to ensure students with dyslexia and related disorders are served appropriately under IDEA (IDEA, 2004; Irwin et al., 2023; Texas Education Agency, 2023a; Texas Education Agency, 2023b). Along with recent educational policy changes that improve identification and services for students with dyslexia and related disorders, educational leaders in private Christian schools could use the findings from the current research study to reflect on implications for practice. The current study revealed certified and experienced teachers perceived a great lack of confidence in teaching students with disabilities, despite formal educator preparation and training and many years of teaching experience. In fact, several teachers discussed a complete lack of specialized training for disabilities in formal training in pre-service educator preparation programs and in-service, or professional development programs provided by the Academy or another employer. The current study demonstrated a great need for specialized training for general education teachers, so it is recommended that federal law makers create policy compelling educator preparation programs to require special education coursework in preparing general education teachers for the current general education classroom. It is recommended that federal and state agencies mandate educator preparation programs and alternate route programs to offer dual certification programs to include general and special education certification. Dual certification would ensure all general educators were equipped with coursework and standards to prepare them to mee the needs of all students in today’s general education classrooms. The current study is unique in that limited research is found relating to Christian schools, in particular as it relates to special education. National teacher and principal surveys conducted in 2018 and 2023 indicated private school teachers feel as inadequate in meeting the needs of students with disabilities in their classrooms as their public-school counterparts (Irwin et al., 2023; Merlin, 2021; Taie & Goldring, 2020). Therefore, Christian and other private school associations would benefit from the findings of the current study. Conclusions The current study affirmed the plight of teachers trying to meet the needs of students with dyslexia and related disorders in the current culture of general education environments. The majority of good teachers desire to improve their knowledge and abilities as they relate to students with disabilities. Requiring teachers to tackle the issues of variant student needs without equipping them with appropriate tools and supports is a great disservice to both teachers and all students in the classroom. It is imperative that leaders in the field of education develop specialized pre-service and in-service general education teacher training to target the growing number of students with disabilities in the general education classroom.
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