Online ISSN: 2325-7466
2006
Triannual
National Association of Special Education Teachers (NASET)
United States

Articles

Professional Development to Support Students with Disabilities in Multi-Tier Classrooms: A Case Study

  • Brooke Blanks, Ed.D. (Author) Radford University image/svg+xml
    Dr. Brooke Blanks is an assistant professor in Special Education within the School of Teacher Education and Leadership at Radford University. Dr. Blanks’ research interests include professional development, preservice teacher education, Response-to-Intervention, and inclusive education in rural schools. She teaches courses in assessment, instructional methodology, and supervises interns in K-12 settings. Her 15+ years of service in the helping professions have included K-12 special education in a variety of public and private settings, clinical reading education, and social work with community based service-learning programs serving at-risk youth and their families.
DOI
https://doi.org/10.64546/jaasep.208
Abstract
The purpose of this study was to understand general education teachers’ experiences with a school-wide effort to increase the use of evidence-based teaching practices that were highlighted through a professional development workshop in evidence-based reading instruction. A qualitative case study method was used to describe the experiences of five kindergarten and first grade teachers with a professional development program that was part of a school improvement initiative in early reading. Two themes emerged from the analysis of the data. Theme 1: Teachers do what they know how to do. Theme 2: Professional development must be evidence based. Implications of these findings for future practice and research are discussed.
Keywords
Reading Instruction, Faculty Development, Inclusion, Evidence Based Practice, Program Effectiveness, Teacher Effectiveness
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There are 28 references in total.
How to Cite
Blanks, B. (2013). Professional Development to Support Students with Disabilities in Multi-Tier Classrooms: A Case Study. Journal of the American Academy of Special Education Professionals, 8(2), 42-57. https://doi.org/10.64546/jaasep.208

Spring/Summer 2013

Article Information

  • Article Type Articles
  • Submitted April 30, 2013
  • Published June 15, 2013
  • Issue Spring/Summer 2013
  • Section Articles
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