A Study of West Virginia Elementary Special Education Teachers' Roles, Responsibilities, and Practices within a Multi-Tiered Instructional System: Implications for Policy and Practice

Autor/in	Palenchar, Linda M.
Titel	A Study of West Virginia Elementary Special Education Teachers' Roles, Responsibilities, and Practices within a Multi-Tiered Instructional System: Implications for Policy and Practice
Quelle	(2012), (202 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Marshall University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2672-8796-0
Schlagwörter	Hochschulschrift; Dissertation; Elementary School Teachers; Special Education Teachers; Teacher Role; Teacher Responsibility; Educational Practices; Response to Intervention; Teacher Surveys; Statistical Analysis; Student Evaluation; Decision Making; Teacher Collaboration; Progress Monitoring; Direct Instruction; Regular and Special Education Relationship; Qualitative Research; Teacher Attitudes; West Virginia + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Special education; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrerrolle; Lehrverpflichtung; Bildungspraxis; Statistische Analyse; Schulnote; Studentische Bewertung; Decision-making; Entscheidungsfindung; Lehrerkooperation; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Qualitative Forschung; Lehrerverhalten
Abstract	The purpose of the study was to provide a data-based description of West Virginia special education teachers' roles, responsibilities, and practices relevant to their participation in selected components of the Response to Intervention (RTI) process. Special educators' practices related to assessment, tiered instruction, decision making, and collaboration comprise the main components of study and were based on a conceptual framework developed by Hoover and Patton (2008). A researcher-developed survey, the "Special Educator Response to Intervention Inventory" (SERTII), was used to explore the extent and characteristics of special educators' participation in RTI. The study population included all elementary special education teachers in West Virginia. The sample for the study included 341 special educators. Statistical analyses showed significant levels of participation across each of the four areas examined. Elementary special educators participated in progress monitoring, provided weekly intervention sessions to at-risk students, and used research-based, explicit instructional strategies when delivering intervention. Teachers analyzed data and consulted regularly with general educators. They reported significant increases in the amount of collaboration between general and special educators since the initiation of RTI. Special education teachers participated in RTI decision-making activities such as determining students' needs for intervention, selecting and developing interventions, and making referrals for special education evaluations. Self-reported qualitative data revealed special educators identify benefits of RTI as offering additional assistance to at-risk students, meeting individual needs, and delivering early intervention. Most commonly noted challenges of RTI for special educators included having sufficient time to implement the process, meeting the simultaneous needs of at-risk and IEP students, and interference with timely referrals for special education evaluation. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10