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ERIC Number: EJ1137189
Record Type: Journal
Publication Date: 2009
Pages: 15
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: EISSN-2325-7466
Teacher Educators and Response to Intervention: A Survey of Knowledge, Knowledge Base and Program Changes to Teacher Preparation Programs
Schwartz, Diane; Blue, Elfreda; McDonald, Mary; Pace, Darra
Journal of the American Academy of Special Education Professionals, p5-19 Fall 2009
With the 2004 reauthorization of the Individuals with Disabilities Education Improvement Act (IDEIA), the definition of a specific learning disability was significantly altered. No longer is it required that a student demonstrate a discrepancy between ability and performance to receive educational support (Horowitz, 1999). With this in mind, researchers developed a survey designed to ascertain information about faculty knowledge and understanding of RtI, faculty knowledge base and the degree to which this mandate has affected their teacher education programs. This study reports the results of a web-based survey completed by 84 teacher educators from 70 colleges and universities in New York. The findings focus on faculty knowledge, knowledge base, and teacher training program changes relative to RtI. Implications for preparing teachers for today's classrooms are also discussed.
American Academy of Special Education Professionals. 3642 East Sunnydale Drive, Chandler Heights, AZ 85142. Tel: 800-754-4421; Fax: 800-424-0371; e-mail: editor@aasep.org; Web site: http://www.aasep.org
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New York
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Improvement Act 2004