Ensuring High-Quality Inclusive Practices: What Co-Teachers Can Do

Hamilton-Jones, Bethany; Moore, Adam

doi:10.1080/00228958.2013.845503

Cited by 7 publications

(1 citation statement)

References 8 publications

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“…Collaboration among SLPs and other school personnel can take many forms ranging from consultative to partnership approaches. Co-teaching is a collaborative service model that involves joint planning and instruction for students with and without language disorders in inclusive classrooms [15,16]. Providing collaborative classroom-based services is designed to support students' oral and written language skills throughout the day in functional and relevant contexts.…”

Section: Multi-tiered Instruction and Collaborationmentioning

confidence: 99%

Brief tiered collaborative narrative intervention for kindergarten students: An exploratory study

Garzarek¹,

Becknal²,

Brown³

2019

Clin Arch Commun Disord

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Early language and emergent literacy skills are predictive of subsequent academic success [1,2]. Children's oral narratives are important in understanding this relationship because limited narrative skills have been demonstrated to be predictive of poor language outcomes [3]. Narrative discourse bridges the gap between contextualized oral and decontextualized literate language and is foundational in the development of reading and writing skills [4]. Beyond its foundation in literacy, narrative discourse is an important component of oral language that is essential to the human experience. Stories allow us to build connections with the people around us, which influences social competence [5]. Children begin school with varying levels of oral language competency Purpose: Children enter school with varying levels of oral language skills and exposure to the narrative structure used in academic contexts based on individual, family, and environmental factors. Multi-tiered instructional models can be used to appropriately identify and support students who need intensive intervention while minimizing over-identification of students. The purpose of this increasing intensity study was to explore the clinical applicability of a tiered narrative language intervention for kindergarten students at-risk for academic difficulties.Methods: Eleven kindergarten students who speak African American English (AAE) participated in a large group co-taught narrative language instruction. An increasing intensity design was used to identify treatment responders and treatment minimal responders. Minimal responders were provided individualized intervention.Results: Eight students were characterized as responders to the large group instruction because of their increased narrative retell performance. Three students were minimal responders to the large group instruction and resultantly received a brief individualized intervention. Throughout the study, students improved their narrative language performance measured by story grammar, story episodes, and language complexity. Conclusions:The feasibility of this collaborative narrative intervention with increasing intensity based on student response coupled with recent tiered narrative experimental studies is promising. Clinical implications of using multi-tiered narrative language systems in elementary school are discussed.

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Section: Multi-tiered Instruction and Collaborationmentioning

confidence: 99%

Brief tiered collaborative narrative intervention for kindergarten students: An exploratory study

Garzarek¹,

Becknal²,

Brown³

2019

Clin Arch Commun Disord

View full text Add to dashboard Cite

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Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis

Szumski

Smogorzewska

Karwowski

2017

Educational Research Review

134

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Assessing teachers' knowledge and attitudes toward implementing a response to intervention approach in the classroom

Almutairi,

Alasiri

2024

Int. j. adv. appl. sci.

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The aim of this study was to explore elementary school teachers' knowledge and attitudes about implementing the Response to Intervention (RTI) approach, which is a system used to identify and support students with learning disabilities or those who face learning difficulties. A total of 152 elementary school teachers participated in the survey, including 64 males and 88 females. Various statistical methods were applied to analyze the data, such as Cronbach’s alpha, frequencies, percentages, four-way ANOVA, and Scheffe’s post hoc test. The findings showed that teachers had a moderate level of knowledge about RTI and held neutral attitudes toward its implementation. The study also found no significant differences in responses based on gender, specialty, or the highest degree achieved. However, teachers with more than 10 years of experience showed different responses compared to those with less experience. Additionally, a positive link was found between teachers' knowledge of RTI and their attitudes toward its use. Based on these results, some recommendations are provided.

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Ensuring High-Quality Inclusive Practices: What Co-Teachers Can Do

Cited by 7 publications

References 8 publications

Brief tiered collaborative narrative intervention for kindergarten students: An exploratory study

Brief tiered collaborative narrative intervention for kindergarten students: An exploratory study

Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis

Assessing teachers' knowledge and attitudes toward implementing a response to intervention approach in the classroom

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