Literaturnachweis - Detailanzeige
| Autor/inn/en | Gosselin, Katrine S.; Sundeen, Todd H. |
|---|---|
| Titel | Supporting Literacy Instruction for Students with Extensive Support Needs in Rural Settings through Collaboration: So Much Better When We Work Together! |
| Quelle | In: Rural Special Education Quarterly, 38 (2019) 1, S.53-64 (12 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/8756870518795672 |
| Schlagwörter | Teacher Role; Literacy Education; Allied Health Personnel; Speech Language Pathology; Physical Therapy; Occupational Therapy; Special Needs Students; Rural Schools; Access to Education; Barriers; Special Education; General Education; Team Teaching; Individualized Education Programs; Elementary Secondary Education; Preschool Education; Alignment (Education) Lehrerrolle; Physiotherapie; Beschäftigungstherapie; Sonderpädagogischer Förderbedarf; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Education; Access; Bildung; Zugang; Bildungszugang; Special needs education; Sonderpädagogik; Sonderschulwesen; Allgemein bildendes Schulwesen; Allgemeinbildung; Teamteaching; Individualized education program; Individualisierendes Lernen; Pre-school education; Vorschulerziehung |
| Abstract | The roles of teachers and related service providers (e.g., speech-language pathologists, occupational therapists, physical therapists) are vital to skill acquisition and meaningful access to the general education curriculum for students who have been identified as having significant or extensive support needs. However, often delivery of instruction can become fragmented and disjointed as time for service providers to collaborate with team members is limited in rural schools. As a result, students with more extensive support needs may not receive adequate access to systemic and meaningful literacy instruction. This article will identify the obstacles as well as three strategies special education teams can use to improve communication and collaboration. (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 |
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