Literaturnachweis - Detailanzeige
| Autor/inn/en | Haines, Shana J.; Giangreco, Michael F.; Shepherd, Katharine G.; Suter, Jesse C.; Moore, Mika |
|---|---|
| Titel | Examination and Redesign of Inclusive Special Education Service Delivery in a Rural School |
| Quelle | In: Rural Special Education Quarterly, 41 (2022) 1, S.25-38 (14 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Haines, Shana J.) ORCID (Giangreco, Michael F.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 8756-8705 |
| DOI | 10.1177/87568705211052497 |
| Schlagwörter | Rural Schools; Elementary Schools; Special Education; Delivery Systems; Program Design; Cooperative Planning; Change Strategies; School Personnel; Teamwork; Educational Change; Models; Vermont Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Elementary school; Grundschule; Volksschule; Special needs education; Sonderpädagogik; Sonderschulwesen; Auslieferung; Programme design; Programmaufbau; Programmplanung; Lösungsstrategie; Schulpersonal; Bildungsreform; Analogiemodell |
| Abstract | In this article, we describe the self-directed change made by a rural elementary school in response to a data-based examination of its service-delivery model that revealed its lowest performing students were spending most of their time with the school's least qualified staff. This mixed-method case study describes (a) why and how the school shifted personnel deployment and utilization, (b) factors that facilitated the shifts in service delivery, and (c) perceived effects of the changes. Findings demonstrate how implementing data-based decision-making through strong collaborative leadership led to recognizing, exploring, and modifying the school's overreliance on paraprofessionals by increasing the availability of more highly skilled personnel to facilitate more inclusive instruction and collaboration. Participants also described challenges and perceived negative aspects related to change. We conclude with implications for practice, including how this study could inform similar change efforts in small rural schools, and suggestions for future research. (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 |
Literaturbeschaffung und Bestandsnachweise in Bibliotheken prüfen
Permalink als QR-Code
Inhalt auf sozialen Plattformen teilen (nur vorhanden, wenn Javascript eingeschaltet ist)
Teile diese Seite:
