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

Articles

Increasing Use of Research-Based Practices: Action Research Report on a College-School Partnership to Support Instruction Aligned to Middle School Common Core Math Standards for Students with Significant Disabilities

Katherine Trela, Ph.D., Wendy Gladstone-Brown, Ed.D., Norah Merritt, Ph.D., Leah Raftis, Ed.D.
  • Katherine Trela, Ph.D. (Author) Marist College image/svg+xml
    Katherine Trela, Ph.D. Dr. Trela is an Associate Professor in Special Education at Marist College in the Education Department. Prior to coming to Marist, Dr. Trela was a special education teacher in New York and North Carolina. She has worked as a Research Associate and Adjunct Professor at UNC-Charlotte and as a Curriculum and Instruction Specialist for Charlotte-Mecklenburg Schools’ programs for students with significant cognitive disabilities. Dr. Trela’s research interests focus on best practices to support access to general education curriculum for students with significant disabilities.
  • Wendy Gladstone-Brown, Ed.D. (Author) Marist College
    Wendy Gladstone-Brown, Ed.D. Dr. Gladstone-Brown is an Assistant Professor at Marist College in the Education Department. Prior to coming to Marist, Dr. Gladstone-Brown was a teacher in the Rush-Henrietta Central School District in Rush, New York. She worked as an Assistant Principal and Principal for the Webster Central School District. Dr. Gladstone-Brown then joined the faculty of St. John Fisher College as a Visiting Assistant Professor in 2004 and successfully defended her Doctorate in Executive Leadership in 2008 as a member of the program's first cohort. Her research interests include: Co-teaching in Inclusive Classrooms, Early Childhood Education, Professional Development Schools, and Arts in Education.
  • Norah Merritt, Ph.D. (Author) Dutchess County Board of Cooperative Education Services
    Norah Merritt, Ph.D. Dr. Merritt is the Executive Director of Human Resources for Dutchess County Board of Cooperative Services (BOCES). In this position, Dr. Merritt plans, organizes and manages Special Education financial matters for Dutchess County BOCES. In addition, she provides Professional Development to Administrative Staff, District Administration, and Committee on Special Education (CSE) chairs. Before her work in special education leadership, Dr. Merritt was a special education teacher who supported needs of diverse students at Dutchess Alternative High School.
  • Leah Raftis, Ed.D. (Author) Wappingers Central School District
    Leah Pollack Raftis, Ed.D. Leah Raftis is currently an Assistant Director of Special Education for Wappingers, New York Central School District. Prior to this position, Dr. Raftis was Director of Special Education Services at Dutchess County Board of Cooperative Education Services (BOCES). Prior to this role, she held the position of Staff Specialist: Special Education, supervising a program for students with autism spectrum disorder and coordinating the Ne w York State Alternate Assessment process for schools in Dutchess County. Dr. Raftis holds a Bachelor of Science degree in general education, a Master’s degree in special education, and a Certificate of Advanced Study in school and district leadership. Dr. Raftis successfully defended her dissertation focusing on administrative supports for students with autism in inclusive settings in March 2017.
DOI
https://doi.org/10.64546/jaasep.367
Abstract
Teachers of students with significant cognitive disabilities have expressed the need for additional training and resources to realign instruction to general education standards. At the same time, pre-service teachers preparing to enter the field of special education need to be placed in classrooms where teachers have updated knowledge and skills to deliver grade-aligned instruction to students in this population. In this project, the needs of both groups were addressed through a partnership between an Institute of Higher Education (IHE) and local board of cooperative education services. Specifically, in-service teachers received training in research-based practices to implement grade-aligned math instruction to middle school students with significant cognitive disabilities. Pre-service teachers who received the same training in their college coursework created adapted materials to implement the instruction. Results of the project’s effect on in-service teachers, their students, and pre-service teachers are reported. Implications for future directions in professional development are discussed.
Keywords
Academic Standards, College School Cooperation, Evidence Based Practice, Faculty Development, Intellectual Disability, Mathematics Instruction
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How to Cite
Trela, K., Gladstone-Brown, W., Merritt, N., & Raftis, L. (2018). Increasing Use of Research-Based Practices: Action Research Report on a College-School Partnership to Support Instruction Aligned to Middle School Common Core Math Standards for Students with Significant Disabilities. Journal of the American Academy of Special Education Professionals, 13(2), 84-106. https://doi.org/10.64546/jaasep.367

Spring/Summer 2018

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  • Article Type Articles
  • Submitted May 22, 2018
  • Published June 15, 2018
  • Issue Spring/Summer 2018
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