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What is Evidence-Based Practices

Chapter 7

New Considerations and Best Practices for Training Special Education Teachers

Instructional and behavioral practices that have been scientifically shown to have a statistically significant impact on student achievement and outcomes when implemented with fidelity.

Published in Chapter:

Developing Special Educators to Work Within Tiered Frameworks

Dena D. Slanda (University of Central Florida, USA) and Mary E. Little (University of Central Florida, USA)

Source Title: New Considerations and Best Practices for Training Special Education Teachers

DOI: 10.4018/978-1-7998-9494-0.ch007

Abstract

This chapter situates the expansive roles and responsibilities of special educators in inclusive settings within the historical context of 40 years of legislation and policy. Ultimately, these legislative changes have led to the development, implementation, and scaleup of a multi-tiered system of supports which has impacted the special educator who works within the framework. This chapter begins with an overview of the legislation which has guided the reconceptualization of special education and accordingly the roles and responsibilities of the special educator. Then, the main tenets of the MTSS framework are provided, and the role of the special educator is situated within the framework to provide a greater understanding of the advances and how teacher preparation programs can respond to the revisions. Finally, this chapter highlights high-leverage practices cross-walked with resources from national centers which can be utilized to meet the needs of students with high-intensity needs.