Precarious or Purposeful? Proactively Building Inclusive Special Education Service Delivery on Solid Ground

@inproceedings{Giangreco2015PrecariousOP,
  title={Precarious or Purposeful? Proactively Building Inclusive Special Education Service Delivery on Solid Ground},
  author={Michael F. Giangreco and Jesse C. Suter},
  year={2015}
}
The absence of unified and inclusive special education service delivery models represents a longstanding challenge to the education of students with the full range of disabilities in inclusive schools and classrooms. An exemplar model is offered for elementary schools within a multi-tiered system of support (MTSS) framework. To establish its practicality and cost-neutrality, the development of the exemplar model was based on personnel utilization data from 69 schools. After building a case for… 
View via Publisher
mmsdamps.files.wordpress.com
20 Citations
Highly Influential Citations
1
Background Citations
11
Methods Citations
1

Figures and Tables from this paper

20 Citations

Citation Type

Citation Type

Examination and Redesign of Inclusive Special Education Service Delivery in a Rural School
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…
Equity as a Basis for Inclusive Educational Systems Change
Inclusion of students with ‘disabilities’ in public systems of general education has been a global initiative since the Salamanca Statement and Framework for Action by the Ministry of Education and…
Special Education Personnel Absences in Inclusion-Oriented Schools: Implications for Building Effective Service Delivery Models
This study explored relationships between special education personnel absences and demographic, policy, and practice variables to identify potential actions that could increase access to qualified…
Issues in Statewide Scale up of a Multi-Tiered System of Support
Tiered instructional supports are on a steep growth trajectory in the US and getting underway internationally as a means to providing equitable education to all student groups. In the US, the…
Accomplishing More Together
Fostering and maintaining strong collaborative relationships are critically important for paraprofessionals and special education teachers working together to provide a high-quality education for…
Moving Toward an Inclusive Education System: Lessons from the U.S. And Their Potential Application in the Czech Republic and Other Central and Eastern European Countries
In this article, we present the historical and current developments of inclusive education (IE) in the U.S. in the context of recent changes toward a more inclusive approach to education (IE) in the…
The More the Merrier: Using Collaborative Transdisciplinary Services to Maximize Inclusion and Child Outcomes
59 Vol. 24, No. 2, June 2021 YOUNG EXCEPTIONAL CHILDREN https://doi.org/10.1177/1096250620922206 DOI: 10.1177/1096250620922206 journals.sagepub.com/home/yec Article reuse guidelines:…
Why Students with Severe Disabilities Are Not Being Placed in General Education Classrooms: Using the Frame of a Basic Change Model to Expand the Discussion
This article addresses particular aspects of the Agran et al. identified determinants related to inclusive educational practices for students with severe disabilities. More specifically, this article…
Academic achievement of students without special educational needs in inclusive classrooms: A meta-analysis
Maslow’s Hammer: teacher assistant research and inclusive practices at a crossroads
ABSTRACT Internationally, teacher assistants (TAs) have emerged as a prominent feature of inclusive educational service delivery and existing research has focused extensively on their roles, training…
...
1
2
...

References

SHOWING 1-10 OF 62 REFERENCES
Alternatives to Overreliance on Paraprofessionals in Inclusive Schools.
82 Alternatives to Overreliance on Paraprofessionals in Inclusive Schools A key challenge facing both principals and special education administrators is designing and implementing special education…
Addressing the Paraprofessional Dilemma in an Inclusive School: A Program Description
Many schools have increased their use of paraprofessionals as a primary mechanism to include more students with various disabilities in general education classes. Although intended to be supportive,…
The Beyond Access Model: Promoting Membership, Participation, and Learning for Students with Disabilities in the General Education Classroom
How can educators create inclusive classrooms where students with intellectual and developmental disabilities not only participate and communicate, but also learn academic content? The groundbreaking…
Revisiting Personnel Utilization in Inclusion-Oriented Schools
Implementing research-based curricula and instruction in inclusion-oriented schools is helped or hindered by having coherent models of service delivery accounting for the full range of student…
Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches
The Individuals with Disabilities Education Act and No Child Left Behind emphasize the use of scientifically based research to improve outcomes for students. From this emphasis,…
In, out or somewhere in between? Disabled students' and teacher aides' experiences of school
Disabled students' entry to the (compulsory) education system in New Zealand is often conditional upon the presence of untrained teacher aides, who are frequently regarded as the ‘solution to…
Peer Supports as an Alternative to Individually Assigned Paraprofessionals in Inclusive High School Classrooms
Promoting access to the general curriculum has emerged as a central theme of the standards-based reform movement, challenging educators to identify effective strategies for supporting students with…
Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals: Field-Testing in Inclusion-Oriented Schools
This 5-year multisite mixed-methods evaluation study chronicles the field-testing of the planning process Guidelines for Selecting Alternatives to Overreliance on Paraprofessionals in 26 schools…
Double standards and first principles: framing teaching assistant support for pupils with special educational needs
Teaching assistants (TAs) are part of a growing international trend toward paraprofessionals working in public services. There has been controversy over TAs’ deployment and appropriate role when…
Demographic and personnel service delivery data: implications for including students with disabilities in Italian schools
TLDR
The findings indicate substantial variation across schools on a variety of variables and invite Italian researchers and practitioners to offer their analysis, interpretation, and insights about the meaning and potential implications of these data for improving inclusive educational opportunities for students with disabilities.
...
1
2
3
4
5
...