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ERIC Number: EJ1160140
Record Type: Journal
Publication Date: 2017-Dec
Pages: 12
Abstractor: As Provided
ISSN: ISSN-8756-8705
Increasing Academic Rigor through Comprehensive, Ongoing Professional Development in Rural Special Education: A Description of the SPLASH Program
Courtade, Ginevra R.; Shipman, Stacy D.; Williams, Rachel
Rural Special Education Quarterly, v36 n4 p191-202 Dec 2017
SPLASH is a 3-year professional development program designed to work with classroom teachers of students with moderate and severe disabilities. The program targets new teachers and employs methods aimed at supporting rural classrooms. The training content focuses on evidence-based practices in English language arts, mathematics, and science, as well as support for overall classroom practices that allow for academic rigor. Each teacher is paired with a coach for the duration of the 3-year participation and, in addition, receives observation support from university personnel with bug-in-the-ear intervention and ongoing support through virtual professional learning communities. Coaches also receive training and ongoing support throughout the program. This article describes the design, application, and outcomes of the SPLASH program. Implications and considerations for future directions are discussed.
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: N/A
Identifiers - Location: Kentucky
Grant or Contract Numbers: H323A120007