Literaturnachweis - Detailanzeige
| Autor/inn/en | Suter, Jesse C.; Giangreco, Michael F.; Bruhl, Susan A. D. |
|---|---|
| Titel | Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models |
| Quelle | In: Remedial and Special Education, 41 (2020) 6, S.341-351 (11 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0741-9325 |
| DOI | 10.1177/0741932519865617 |
| Schlagwörter | Special Education Teachers; Paraprofessional School Personnel; Teacher Attendance; Employee Absenteeism; Inclusion; Educational Policy; Access to Education; Teacher Student Ratio; Vermont |
| Abstract | This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified personnel and continuity of instruction. Findings from 51 inclusion-oriented schools indicated that special educators and special education paraprofessionals were absent 12 days per year on average. Special educator absences were correlated with variables amenable to action by school leaders including special educator school density (i.e., ratio of special educators in full-time equivalents to total school enrollment) and special services concentration (i.e., ratio of special educators to special education paraprofessionals in full-time equivalents). Special education paraprofessional absences were not correlated with these variables. Implications for practice and suggestions for future research are discussed. (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 | 2024/1/01 |
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