Examining the Role of the Special Educator in a Response to Intervention Model
Issue Date
2011-05-31Author
Mitchell, Belinda B.
Publisher
University of Kansas
Format
172 pages
Type
Dissertation
Degree Level
Ph.D.
Discipline
Special Education
Rights
This item is protected by copyright and unless otherwise specified the copyright of this thesis/dissertation is held by the author.
Metadata
Show full item recordAbstract
The purpose of this observational study was to examine the role of the special educator within a response-to-intervention (RTI) framework and to examine what instructional behaviors special educators evidence most frequently in the advanced RTI tiers. Specifically, these two issues were investigated with regard to: (a) proportion of the special educator's time spent in the four key roles as defined by the literature (i.e., collaborator, interventionist, diagnostician, manager); (b) within each key role, in what behaviors do special educator evidence most frequently; (c) instructional practices that are used most frequently by the special educator; and (d) instructional practices used by special educators aligned with effective instructional practices that have been identified in the empirical literature. Seven special educators participated in this study. Over 7000 minutes of observational data was collected focusing on role components and instructional practices. Interviews were also conducted with all participants. Role component observational data showed that special educators are required to perform a wide array of tasks in various settings in collaboration with multiple professionals, students and parents. Instruction observational data showed that special educators are using their limited amount of instructional time in practices which produce the greatest effects, but there were little differences noted between instructional practices in the advanced tiers of instruction.
Collections
- Dissertations [4626]
- Education Dissertations and Theses [1065]
Items in KU ScholarWorks are protected by copyright, with all rights reserved, unless otherwise indicated.
We want to hear from you! Please share your stories about how Open Access to this item benefits YOU.