A Schoolwide Model for Service Delivery: Redefining Special Educators as Interventionists
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| Title: | A Schoolwide Model for Service Delivery: Redefining Special Educators as Interventionists |
|---|---|
| Language: | English |
| Authors: | Simonsen, Brandi, Shaw, Stan F., Faggella-Luby, Michael, Sugai, George, Coyne, Michael D., Rhein, Barbara, Madaus, Joseph W., Alfano, Michael |
| Source: | Remedial and Special Education. 2010 31(1):17-23. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2010 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Federal Legislation, Disabilities, Special Education Teachers, Regular and Special Education Relationship, Intervention, Student Behavior, Special Needs Students, Teacher Role, Delivery Systems, Models |
| Laws, Policies and Program Identifiers: | Individuals with Disabilities Education Act, No Child Left Behind Act 2001 |
| DOI: | 10.1177/0741932508324396 |
| ISSN: | 0741-9325 |
| Abstract: | General and special education are confronting tremendous change resulting from legal mandates related to closing the achievement gap under No Child Left Behind and a focus on early intervention and prevention in the Individuals With Disabilities Education Act, 2004. As a result, schoolwide intervention approaches are under rapid development, evaluation, and implementation across the country. Based on these approaches, the authors present a conceptual model for redefining special educators as interventionists who focus on the adoption and use of evidence-based, schoolwide academic and behavioral interventions. Examples of the roles and responsibilities for interventionists within the schoolwide model are provided. (Contains 1 note and 1 figure.) |
| Abstractor: | As Provided |
| Number of References: | 26 |
| Entry Date: | 2010 |
| Accession Number: | EJ874405 |
| Database: | ERIC |
| Abstract: | General and special education are confronting tremendous change resulting from legal mandates related to closing the achievement gap under No Child Left Behind and a focus on early intervention and prevention in the Individuals With Disabilities Education Act, 2004. As a result, schoolwide intervention approaches are under rapid development, evaluation, and implementation across the country. Based on these approaches, the authors present a conceptual model for redefining special educators as interventionists who focus on the adoption and use of evidence-based, schoolwide academic and behavioral interventions. Examples of the roles and responsibilities for interventionists within the schoolwide model are provided. (Contains 1 note and 1 figure.) |
|---|---|
| ISSN: | 0741-9325 |
| DOI: | 10.1177/0741932508324396 |
