| Autor: |
Gandhi, Allison Gruner, Vaughn, Sharon, Stelitano, Laura, Scala, Jenny, Danielson, Louis |
| Předmět: |
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| Zdroj: |
Journal of Special Education Leadership; Mar2015, Vol. 28 Issue 1, p39-49, 11p |
| Abstrakt: |
• This paper reports findings from a study conducted to describe how districts, identified as high performing with respect to the academic outcomes of students with disabilities, define and implement intensive intervention. The authors selected five sites from a pool of districts after applying two methods: (a) a statistical analysis of district-level academic achievement data for students with disabilities and (b) nominations. • Findings from site visits, interviews, and district data revealed that intensive intervention is a component of a multitiered system of support; instructional decisions rely on assessment and progress monitoring data; family engagement is challenging but valued; capacity building integrates intensive intervention; intensive intervention typically involves adaptations of tier two interventions; and fidelity is inconsistently monitored. [ABSTRACT FROM AUTHOR] |
| Databáze: |
Supplemental Index |
| Externí odkaz: |
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