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Full-Text Articles in Education

School Psychologists' Perspectives Of Response-To-Intervention: Training, Practices, And Implementation, Michelle Nathan May 2013

School Psychologists' Perspectives Of Response-To-Intervention: Training, Practices, And Implementation, Michelle Nathan

UNLV Theses, Dissertations, Professional Papers, and Capstones

Specific learning disabilities currently account for the 39 percent of the 6.6 million students who receive special education services in a public school setting (Aud, Husser, Planty, Snyder, Bianco, Fox, et al, 2010). The current federal definition of what constitutes a specific learning disability states that school districts are allowed to use either the aptitude-achievement discrepancy model or alternative assessment methods, thereby legitimizing the use of response-to-intervention (RTI) (Dykeman, 2006).

The current study provided an investigation into the current training and practices of school psychologists and the barriers they face when implementing RTI within a school setting. The purpose ...


An Analysis Of English Language Learning Instruction Provided In Teacher Education And Inservice Training Programs For General And Special Educators, Lidia E. Sedano May 2013

An Analysis Of English Language Learning Instruction Provided In Teacher Education And Inservice Training Programs For General And Special Educators, Lidia E. Sedano

UNLV Theses, Dissertations, Professional Papers, and Capstones

It is essential that English language learners (ELLs) are able to effectively receive an education. Recent national data indicates that the achievement gap between English and non-English learners in school is approximately a two grade-level difference (NCES, 2012). The increase of students who are learning English and who have a disability is a challenge for schools in terms of curricula adjustments, to meet the needs of this population. (Artiles & Ortiz, 2002).

The need to prepare general and special educators to provide appropriate instruction to ELLs is crucial for positive learning outcomes (Shyyan et al., 2008; Youngs & Youngs, 2001). Research supports consistency in the provision of instructional strategies for ELLs with disabilities (Ochoa and Cadiero-Kaplan (2004); Gersten, et al., 2007).

The goal of this study was to examine the type and level of training in English Language Learning strategies provided to special and general educators in ...


An Analysis Of Co-Teaching Instruction Provided In Teacher Education And Inservice Training For Special Education And General Education Teachers, Catherine S. Howerter May 2013

An Analysis Of Co-Teaching Instruction Provided In Teacher Education And Inservice Training For Special Education And General Education Teachers, Catherine S. Howerter

UNLV Theses, Dissertations, Professional Papers, and Capstones

The No Child Left Behind Act (NCLB) (2001) and the Individuals with Disabilities Education Improvement Act (IDEA)(2004) call for students with disabilities to be given access to the general education environment. Currently, at least half of all students with disabilities receive more than 80% of instruction in the general education classroom (U.S. Department of Education, 2008). Although there are no direct mandates to use co-teaching, it has become the preferred model of instructional delivery within the general education classroom (Pugach & Blanton, 2011).

General and special education teachers need to be provided instruction on the fundamentals of co-teaching in ...