Variables Affecting Itinerant Model Service Delivery in Rural Settings.

Autor/inn/en	McQuivey, Camille; Thorson, Nadine
Titel	Variables Affecting Itinerant Model Service Delivery in Rural Settings.
Quelle	(1994) PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monografie
Schlagwörter	Graue Literatur; Forschungsbericht; Test; Fragebogen; Delivery Systems; Elementary Education; Individualized Education Programs; Information Dissemination; Itinerant Teachers; Mainstreaming; Outcomes of Education; Rural Areas; Rural Schools; School Districts; Severe Disabilities; Special Education; Student Placement; Utah + Suchen Sie Ihr Suchwort? Auslieferung; Elementarunterricht; Individualized education program; Individualisierendes Lernen; Informationsverbreitung; Mobile Lehrerreserve; Lernleistung; Schulerfolg; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; School district; Schulbezirk; Severe disability; Schwerbehinderung; Special needs education; Sonderpädagogik; Sonderschulwesen; Schülerpraktikum
Abstract	The Utah Elementary Integration Dissemination (UEID) Project of the University of Utah disseminates proven instructional planning and delivery practices used in the education of young children with severe disabilities and provides technical support for inclusive programs and pratices for these students. Many rural school districts are forced to find alternative service patterns for students with low incidence disabilities. School districts participating in UEID project use various service delivery models, including the itinerant service delivery model. An example of one itinerant teacher serving four different schools shows the varied responsibilities required of these teachers. An Implementation Review Checklist was administered three times per year to each participating UEID school. The checklist covers information on education outcomes such as percent of time in inclusive settings, quality of individualized education programs (IEPs), progress on IEPs, quality of instructional programs, and progress on instructional programs. It also includes management outcomes such as teaming with classroom teachers and teacher contacts, schedules that document instruction across natural settings, and evidence of data collection and summaries for individual student programs. Tables show improvements from baseline to final assessment in all areas. The data indicate that service delivery patterns and differential job duties of rural educational personnel did not negatively impact the educational outcomes of students with severe disabilities in participating sites. Contains 21 references and the UEID Implementation Checklist. (KS)
Begutachtung	unbekannt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC