Student voice and student engagement in special education classrooms are often limited. In many classrooms, teachers remain at the center of instruction by providing directions, while students primarily serve as receivers of information. This study examined the impact of professional learning on student voice and engagement in a 12:1:1 high school special education setting. Four teachers participated in a pre-assessment survey about student voice in the classroom and indicated their interest in receiving training. Three modes of presentation were offered: visual aids, video modeling, and professional development. Teachers selected different modes for training: one selected video modeling, one selected visual supports, and two selected professional development. Pre-assessment data were collected through teacher observations using the Danielson rubric, and post-assessment data were collected after the intervention. Teachers who selected modeling and professional development improved their instructional practices and student engagement ratings by two points, while the teacher who selected visual aids improved by one point. Overall, the results suggest that student engagement improved following the intervention. Limitations of the study include the small sample size and the relationship between the evaluator and the teachers.
