Building on Past Successes: Designing, Evaluating, and Providing Effective Treatments for Persons for Whom Typical Instruction Is Not Effective

Autor/in	Vaughn, Sharon
Titel	Building on Past Successes: Designing, Evaluating, and Providing Effective Treatments for Persons for Whom Typical Instruction Is Not Effective
Quelle	In: Remedial and Special Education, 36 (2015) 1, S.5-8 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-9325
DOI	10.1177/0741932514543928
Schlagwörter	Special Needs Students; Instructional Design; Instructional Development; Instructional Effectiveness; Disabilities; Accessibility (for Disabled); Behavior Problems; Learning Problems; Intervention; Best Practices; Research Needs; Outcomes of Education; Educational Opportunities; Student Improvement; Educational Change + Suchen Sie Ihr Suchwort? Sonderpädagogischer Förderbedarf; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching improvement; Unterrichtsentwicklung; Unterrichtserfolg; Handicap; Behinderung; Accessibility; Zugänglichkeit; Lernproblem; Forschungsbedarf; Lernleistung; Schulerfolg; Bildungsangebot; Bildungschance; Bildungsreform
Abstract	This article provides an overview of my experiences in special education as a teacher and subsequently as an intervention researcher providing background on where we were in providing instruction to individuals with disabilities 40 years ago (prior to legal protections and supports) compared with the present. This article acknowledges the progress that has been made in providing opportunities for students with disabilities to participate in the educational system including greater access to the general education classroom for increasing numbers of students with disabilities. However, stakeholders including special educators have inadequately targeted academic and behavioral improvements as their goals for individuals with disabilities. This is largely because the research base for students with disabilities with intensive academic and behavior needs is underdeveloped. Several recommendations are provided including increased funding for research on individuals with persistent learning and behavior problems that addresses how to acquire a more complete knowledge base about effective intensive interventions for these students. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01