Teacher and Administrator Attitudes toward Full Inclusion in Rural Mid-America

1997 ◽  
Vol 16 (1) ◽  
pp. 3-7 ◽  
Author(s):  
Stanley E. Wigle ◽  
Daryl J. Wilcox
Keyword(s):  
School Districts ◽  
Service Delivery ◽  
Students With Disabilities ◽  
Special Educators ◽  
General Educators ◽  
Service Delivery Model ◽  
Full Inclusion ◽  
Delivery Model ◽  
K 12 ◽  
Administrator Attitudes

Full inclusion as a service delivery model for all students with disabilities has generated significant recent controversy. In this study, questionnaires were sent to a sample of special educators, general educators, and administrators in rural, mid-western K-12 school districts. The subjects were asked to respond to four statements relating to inclusion. The analyses of variances of the group responses indicated a very cautious attitude toward full inclusion among all of the subjects in this study. The implications of the findings for K-12 professionals are discussed.

Coaching Co-Teachers: Increasing Specialized Instruction in Inclusive Settings

2021 ◽  
pp. 004005992199747
Author(s):  
Sara Cothren Cook ◽  
Lauren W. Collins ◽  
Jennifer Madigan ◽  
Kimberly McDuffie Landrum ◽  
Lysandra Cook
Keyword(s):  
Service Delivery ◽  
Students With Disabilities ◽  
Educational Outcomes ◽  
Service Delivery Model ◽  
Instructional Coaches ◽  
Delivery Model ◽  
Effective Professional Development ◽  
Inclusive Settings ◽  
Need Support ◽  
The Individual

Although the co-teaching service delivery model is the most commonly used service delivery model used to support co-teachers in the inclusive setting (Cook et al., 2017), research indicates that co-teachers may need support in order to increase the use of specialized instruction to meet the individual needs of students with disabilities (Scruggs et al., 2007). In this manuscript, we provide a process for instructional coaches to use to (a) develop and deliver effective professional development and (b) coach co-teachers. This process maximizes the potential of the co-teaching service delivery model in improving educational outcomes for students with disabilities.

Example State Programs

2017 ◽  
pp. 72-82
Keyword(s):  
United States ◽  
School Districts ◽  
Service Delivery ◽  
Secondary Level ◽  
The United States ◽  
Service Delivery Model ◽  
Delivery Model ◽  
Training Materials ◽  
Set Up ◽  
State Programs

The IDEA law is vague concerning guidelines on the best process for establishing an RTI service delivery model in schools or school districts. Since education in the United States is a right governed under each individual state's jurisdiction, there conceivably could be 50 different ways to set up such a model. This chapter examines the RTI models developed by two states: Florida and Alaska. Both states have established specific guidelines, training materials, and other resources for implementation of RTI at the secondary level.

Using the ImPAACT program with preschoolers with Down syndrome: a hybrid service-delivery model

2021 ◽  
pp. 1-16
Author(s):  
Erika M. Timpe ◽  
Jennifer Kent-Walsh ◽  
Cathy Binger ◽  
Debbie Hahs-Vaughn ◽  
Nancy Harrington ◽  
...  
Keyword(s):  
Down Syndrome ◽  
Service Delivery ◽  
Service Delivery Model ◽  
Delivery Model

Sufficiency of Teachers’ Access to Resources and Supports for Students With Disabilities

2021 ◽  
pp. 088840642110462
Author(s):  
Samantha A. Gesel ◽  
Lindsay Foreman-Murray ◽  
Allison F. Gilmour
Keyword(s):  
Students With Disabilities ◽  
General Educators ◽  
Release Time ◽  
Service Delivery Model ◽  
Teachers Experiences ◽  
High Incidence ◽  
Nationally Representative ◽  
Using Data ◽  
High Incidence Disabilities ◽  
And Training

Students with disabilities are served by both special and general educators, yet teachers often feel unprepared to meet the needs of these students in their classrooms. Using data from a nationally representative survey, we examined the sufficiency of teachers’ access to supports available for meeting the needs of students with high-incidence disabilities, their access to development opportunities, and the sources teachers used to access interventions. We explored differences in teachers’ experiences by grade band, service delivery model, and teacher preparation model. We found teachers of students with disabilities rated the sufficiency of access to supports between somewhat insufficient and somewhat sufficient, with the lowest ratings for planning/release time and training and information. Teachers reported greater rates of access to collaboration than professional development. Colleagues were sources for resources related to academic interventions and administrators were sources for nonacademic intervention resources. There were few significant differences in these results by teacher characteristics.

scholarly journals A Follow-Up Clinical Trial Evaluating the Consumer-Decides Service Delivery Model

2019 ◽  
Vol 28 (1) ◽  
pp. 69-84 ◽  
Author(s):  
Larry E. Humes ◽  
Dana L. Kinney ◽  
Anna K. Main ◽  
Sara E. Rogers
Keyword(s):  
Clinical Trial ◽  
Service Delivery ◽  
Service Delivery Model ◽  
Delivery Model
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