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- Title
Examining the Role of the Special Educator in a Response to Intervention Model.
- Authors
Mitchell, Belinda B.; Deshler, Donald D.; Ben-Hanania Lenz, B. Keith
- Abstract
The purpose of this study was to examine the role of the special educator within a response-to-intervention (RTI) framework and to examine what instructional behaviors special educators evidence most frequently in the advanced RTI tiers (i.e., tiers beyond tier 1). Specifically, these two issues were investigated with regard to: (a) proportion of the special educator's time spent in the four key roles as defined by the literature (i.e., collaborator, interventionist, diagnostician, manager); (b) the behaviors special educators evidence most frequently within each role; (c) instructional practices that are used most frequently by special educators; and (d) instructional practices used by special educators that are aligned with effective instructional practices that have been identified in the empirical literature. Seven special educators participated in this study. Over 7000 minutes of observational data were collected focusing on role components and instructional practices. Interviews were also conducted with all participants. Role component observational data showed that special educators are required to perform a wide array of tasks in various settings in collaboration with multiple professionals, students and parents. Instruction observational data showed that special educators are using their limited amount of instructional time in practices which produce the greatest effects, but there were little differences noted between instructional practices in the advanced tiers of instruction.
- Subjects
RESPONSE to intervention (Education); TEACHER organizations; TEACHER attitudes; SPECIAL education; INTERVIEWING; ACQUISITION of data
- Publication
Learning Disabilities - A Contemporary Journal, 2012, Vol 10, Issue 2, p53
- ISSN
1937-6928
- Publication type
Article