Special Education Technical Assistance and Dissemination Network

Inclusion, which promotes educating all students with disabilities in the general education classroom setting, has triggered an intense debate in the field of special education. the purposes of this study were to highlight issues regarding inclusion, present findings on state practices on inclusion, and explore implications for practice and further research. findings from state surveys indicated great variety in state policy, acceleration in inclusion activity, a commitment to providing inservice and technical assistance, emerging teacher certification guidelines specific to inclusion, and minimal empirical research regarding the benefits of inclusion.

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The delivery of educational technical assistance services for children with special learning needs: A comment on Maggs

Australasian Journal of Special Education ◽

10.1017/s103001120002042x ◽

1980 ◽

Vol 4 (1) ◽

pp. 27-29 ◽

Cited By ~ 1

Author(s):

Gregory C. Murphy

Keyword(s):

Special Education ◽

Service Delivery ◽

Work Performance ◽

Technical Assistance ◽

Learning Needs ◽

Special Learning Needs

AbstractRecently Maggs described a model for the delivery of technical assistance in special education settings in which he emphasized the importance to service delivery of the role played by consultant personnel. This paper identifies three fundamentally important influences on the work performance of consultants, whether they are working “traditionally” or within a model such as that proposed by Maggs.

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Locally directed program evaluation in rural areas: Technical assistance in North Dakota

Rural Special Education Quarterly ◽

10.1177/875687058700800303 ◽

1987 ◽

Vol 8 (3) ◽

pp. 16-21

Author(s):

Margaret M. Scheffelin ◽

Roxanne Moger ◽

Jose Martinez ◽

David Ragsdale

Keyword(s):

Special Education ◽

Program Evaluation ◽

North Dakota ◽

Local Control ◽

Rural Areas ◽

Technical Assistance ◽

Least Restrictive Environment ◽

Evaluation Study ◽

Education Programs ◽

Restrictive Environment

This article describes the principles of program evaluation and the technical assistance provided in 1986-87 to North Dakota local educational agencies (LEAs) for evaluating their special education programs. An example of planning for a local evaluation study on least restrictive environment (LRE) is included. Implications and recommendations are offered for program evaluation and for technical assistance in program evaluation, Local control of the evaluation activities is emphasized.

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Recruitment and Retention and Special Education Teacher Preparation in Rural Areas: Diversity, Federal Funding, and Technical Assistance Considerations

Rural Special Education Quarterly ◽

10.1177/875687050302200302 ◽

2003 ◽

Vol 22 (3) ◽

pp. 3-11 ◽

Cited By ~ 6

Author(s):

Naomi C. Tyler ◽

Cynthia D. Cantou-Clarke ◽

Jeffrey Easterling ◽

Tanya Klepper

Keyword(s):

Special Education ◽

Teacher Preparation ◽

Rural Areas ◽

Technical Assistance ◽

Federal Funding ◽

Special Education Teacher ◽

Education Teacher ◽

Recruitment And Retention

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Technology in Early Childhood Special Education - Access for Rural Programs

Rural Special Education Quarterly ◽

10.1177/875687058900900405 ◽

1989 ◽

Vol 9 (4) ◽

pp. 21-24 ◽

Cited By ~ 1

Author(s):

Andrea M. Lazzari ◽

Mary Wilds

Keyword(s):

Special Education ◽

Early Childhood ◽

Computer Technology ◽

Technical Assistance ◽

Special Educators ◽

Early Childhood Special Education ◽

Computer Skills ◽

Education Programs ◽

Education Access ◽

Special Education Programs

As computer technology has become more accessible and affordable, early childhood special educators have begun to integrate it into their curricula. This article addresses basic considerations for systematic introduction of computer technology in early childhood special education programs. Practical suggestions are offered for developing prerequisite computer skills with the aid of battery-powered toys and switches. Strategies for introducing computer technology to rural programs via a technical assistance network are offered and unique applications of computer technology in rural early childhood special education programs are explored.

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Addressing Racial/Ethnic Disproportionality in Special Education: Case Studies of Suburban School Districts

Teachers College Record ◽

10.1177/016146811111301004 ◽

2011 ◽

Vol 113 (10) ◽

pp. 2233-2266 ◽

Cited By ~ 3

Author(s):

Roey Ahram ◽

Edward Fergus ◽

Pedro Noguera

Keyword(s):

Professional Development ◽

Special Education ◽

School Districts ◽

Culturally Responsive ◽

Intervention Program ◽

Technical Assistance ◽

Research Question ◽

New York State ◽

Deficit Thinking ◽

Suburban School Districts

Background/Context The last two reauthorizations of the Individuals with Disabilities Education Act established a policy mandate for districts to take action to reduce high rates of minority overrepresentation in special education. Purpose/Objective/Research Question/Focus of Study The overrepresentation of Black and Latino students in special education suggests a convergence of two distinct processes: (1) assumptions of cultural deficit that result in unclear or misguided conceptualizations of disability and (2) the subsequent labeling of students in special education through a pseudoscientific placement process. This article explores how the social construct of the “normal child” became racialized through the special education referral and classification process, and subsequently produces disproportionality. Setting This research was conducted in two multiracial suburban school districts in New York State that were identified as having an overrepresentation of students of color. Population/Participants/Subjects Participants in the study consist of teachers and administrators within the two identified districts. Intervention/Program/Practice Intensive technical assistance was provided to these districts to identify the root causes of disproportionality and was subsequently followed by customized professional development. Three overarching activities of technical assistance were: observing in classrooms in each of the school districts; providing root cause analyses of disproportionality; and providing culturally responsive professional development. Research Design This research used mixed methods in collating district data, conducting technical assistance sessions with districts to identify the factors contributing to disproportionality, and creating 3-year professional development plans to address overrepresentation. In addition, researchers facilitated culturally responsive professional development to targeted groups of practitioners on topics related to improving teacher and district effectiveness in meeting the academic needs of children of color. Findings/Results Findings were: (1) cultural deficit thinking in educators’ construction of student abilities; (2) the existence of inadequate institutional safeguards for struggling students; and (3) attempts at addressing disproportionality often result in institutional “fixes” but not necessarily changes in the beliefs of education professionals. Conclusions/Recommendations The implementation of a culturally responsive framework can produce a shift in the special education placement process and lead to a reduction in disproportionality rates. Of note is confirmation that teacher–student interactions that begin the procedures triggering disproportionality are mired in teachers’ cultural deficit thinking. However, although teachers’ beliefs about students may change extremely slowly, effective school practices can interrupt the influence of deficit thinking.

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Exploring the Relationship Between School Transformation and Inclusion: A Bayesian Multilevel Longitudinal Analysis

Inclusion ◽

10.1352/2326-6988-6.1.19 ◽

2018 ◽

Vol 6 (1) ◽

pp. 19-32 ◽

Cited By ~ 2

Author(s):

Jennifer A. Kurth ◽

Mary E. Morningstar ◽

Tyler A. Hicks ◽

Jonathan Templin

Keyword(s):

Special Education ◽

General Education ◽

Students With Disabilities ◽

Inclusive Education ◽

Technical Assistance ◽

Special Education Services ◽

Federal Law ◽

Education Services ◽

Multinomial Modeling ◽

The Relationship

AbstractGrounded in research and federal law, inclusive education is a right and preferred placement for all learners with disabilities receiving special education services. However, most students in the U.S. education system do not have access to inclusive education and few models are available to demonstrate how schools can develop and implement inclusive services. The purpose of this study was to describe the outcomes of one such endeavor, the SWIFT technical assistance model, aimed at transforming schools to develop inclusive, effective instruction for all students. Multilevel multinomial modeling was used to predict rates of inclusion over time for a subset of students with disabilities in schools participating in SWIFT technical assistance. The findings suggest schools did become more inclusive in their services, with many students predicted to be served in less restrictive general education placements and others no longer requiring special education services. Implications for inclusive education are provided.

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