The most intensive tier in tiered interventions, often referred to as Tier 3, whereby data-based individualization is used to plan for supports to assist students in learning who have not made progress using other whole-class or small group approaches.
Published in Chapter:
Collaborative Preparation in Equity-Based Practices to Support Minoritized Students With High-Intensity Needs
Elizabeth D. Cramer (Florida International University, USA), Andy V. Pham (Florida International University, USA), Liana Gonzalez (Florida International University, USA), Rosalia F. Gallo (Florida International University, USA), and Ana Paula Fabian Freire (Florida International University, USA)
Copyright: © 2023
|Pages: 22
DOI: 10.4018/978-1-6684-6438-0.ch019
Abstract
The purpose of this chapter is to provide an overview of the development and implementation of a currently running, interdisciplinary program between school psychology and special education within a Hispanic-serving institution. Due to critical shortages of school psychologists and special educators across the country, novel practices in interdisciplinary collaborative training may aid in recruitment and retention efforts while enhancing service delivery for racially, ethnically, and linguistically diverse (RELD) students with high intensity needs. The chapter highlights approaches and components including (1) focus on an equity-based and integrated framework for personnel preparation, (2) recruitment and retention activities to attract diverse scholars, (3) planning and delivery of shared collaborative coursework and field experiences, (4) reflection of the lessons learned, and (5) recommendations to other preparation programs in providing interdisciplinary training and support to RELD personnel.