Models for Effective Service Delivery in Special Education Programs

Models for Effective Service Delivery in Special Education Programs

Pam L. Epler (Grand Canyon University, USA) and Rorie Ross (Grand Canyon University, USA)
Indexed In: PsycINFO®, SCOPUS View 1 More Indices
Release Date: December, 2014|Copyright: © 2015 |Pages: 299
DOI: 10.4018/978-1-4666-7397-7
ISBN13: 9781466673977|ISBN10: 1466673974|EISBN13: 9781466673984
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Description & Coverage
Description:

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities.

Models for Effective Service Delivery in Special Education Programs brings together case studies and academic research on successful classroom models and practices to provide rewarding learning environments for students with disabilities. This publication is an essential reference source for special education teachers, supervisors, directors, and administrators, as well as academicians and researchers interested in developing special education programs within school districts and classrooms.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

  • Autism Spectrum Disorders
  • Behavior Intervention Models
  • Common Core Standards
  • Free and Appropriate Public Education
  • Inclusive Classrooms
  • Individuals with Disabilities Education Act
  • Learning Disabilities
Reviews and Testimonials

This book outlines models for service delivery in special education programs. It addresses the history of special education, various service delivery models, ethics, and service delivery model evaluation; the Individuals with Disabilities Act and funding allocations; the concept of education in the least restrictive environment, and Individualized Education Plans, 504 Plans, and response-to-intervention models; creating a vision statement that supports a service delivery model in special education; spending options; developing quality assurances; case studies of specific learning disabilities, emotional disturbance, autism spectrum disorder, speech and language disability, and intellectual disability; and service delivery models around the world.

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Editor Biographies
Pam Epler earned her MEd in Special Education from McDaniel College and her PhD in Curriculum and Instruction from Capella University. She currently teaches special education courses at Grand Canyon University in the graduate and doctorate programs and is a dissertation chair. She has published and proffered internationally at the Canadian International Conference on Education and presented nationally at the Council for Exceptional Children (CEC) and on the state level at the Kentucky Association of Teacher Educators. She has been an administrator in both the public and private sectors from elementary through high school levels. Her research interests include Response To Intervention (RTI) strategies, special education teachers’ roles in RTI, special education service delivery models, and pre-service teachers’ perception of special education students.
Rorie Ross earned her Bachelor of Science in Secondary Education Social Studies from Southern University, Baton Rouge, Louisiana, in 1995. She then received her Master of Arts in Secondary Counseling from Southern University, Baton Rouge, Louisiana, in 1997. In 2002, she joined the doctoral program in Education with a specialization in Special Education at Walden University in Minneapolis, Minnesota. Dr. Ross has conducted research in the area of special education as well as aided in the creation of doctoral courses for Grand Canyon University’s Leadership program with a specialization in special education. She is also an adjunct on-line professor for Grand Canyon University where she teaches special education courses in both graduate and doctoral programs.
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