Restricted accessResearch articleFirst published online 2004-12
An Intensive Onsite Technical Assistance Model to Promote Inclusive Educational Practices for Students with Disabilities in Middle School and High School
The authors examined the effects of an intensive onsite technical assistance (IOTA) model on the inclusive practices of special educators. Three special educators received technical assistance that included performance assessments, workshops on inclusive practices, and intensive onsite follow-up support. Inclusive practices were measured using direct observations and interviews to document (a) the use of informal assessment, (b) development and implementation of quality individualized education plans, and (c) access to the general education curriculum. These results showed that the IOTA model was effective in improving the inclusive practices of special educators and the quality of instruction received by students. These findings offer an empirically validated approach to delivering technical assistance to improve the inclusive teaching practices of special educators.
BriggsA.LoganK.AlbertoP. (1994). Achieving education change through technical assistance. Journal of Visual Impairment and Blindness, 4, 310–316.
2.
CushingL.CarterE.ClarkN.WallisT.KennedyC. (2004). A psychometric assessment of the Program Quality Measurement Tool: A tool for documenting the use of inclusive practices. Manuscript submitted for publication.
3.
CushingL.ClarkN.KennedyC. H. (2002). The Program Quality Measurement Tool. Nashville, TN: Vanderbilt University.
4.
DevoreS.Hanley-MaxwellC. (2000). “I wanted to see if we could make it work:” Perspectives on inclusive childcare. Exceptional Children, 66, 241–255.
5.
FantuzzoJ. F.AtkinsM. A. (1992). Applied behavior analysis for educators: Teacher centered and classroom based. Journal of Applied Behavior Analysis, 25, 37–42.
6.
FisherD.SaxC.PumpianI. (1999). Inclusive high schools: Learning from contemporary classrooms. Baltimore: Paul H. Brookes.
7.
FuchsD.FuchsL.BahrM. (1990a). Mainstream assistance teams: A scientific basis for the art of consultation. Exceptional Children, 57, 128–139.
GerstonR.ChardD.BakerS. (2000). Factors enhancing sustained use of research-based instructional practices. Journal of Learning Disabilities, 33, 445–457.
10.
HendricksonJ.GardnerN.KaiserA.RileyA. (1993). Evaluation of a social interaction coaching program in an integrated day care setting. Journal of Applied Behavior Analysis, 26, 213–225.
11.
Individuals with Disabilities Education Act Amendments of 1997, Pub L No. 105-17, 1400, 37 Stat. 111 (1997).
12.
JanneyR.SnellM. E. (2000). Modifying schoolwork: Teachers' guides to inclusive practices. Baltimore: Paul H. Brookes.
13.
KatsiyannisA.CondermanG.FranksD. J. (1995). State practices on inclusion: A national review. Remedial and Special Education, 16, 279–287.
14.
KatsiyannisA.deFurS.CondermanG. (1998). Transition services: Systems change for youth with disabilities? A review of state practices. Journal of Special Education, 32, 55–61.
15.
KennedyC. H. (2005). Single-case designs for educational research. Boston: Allyn and Bacon.
16.
KennedyC. H.FisherD. (2001). Inclusive middle schools. Baltimore: Paul H. Brookes.
17.
KennedyC. H.HornE. M. (2004). Including students with severe disabilities. Boston: Allyn and Bacon.
NoellG.WittJ. (1999). When does consultation lead to intervention implementation? Critical issues for research and practice. Journal of Special Education, 33, 29–35.
20.
NorthupJ.WackerD. P.BergW. K.KellyL.SassoG.DeRaandA. (1994). The treatment of severe behavior problems in school settings using a technical assistance model. Journal of Applied Behavior Analysis, 27, 33–47.
21.
PadillaC.MarksS.AdelmanN.DoveT.HaertelG.WarrenS. (2000). Understanding technical assistance: The impact of technical assistance services on improved education for students with disabilities (Task Order 12). Final Report. SRI International.
22.
PeckC.KillenC.BaumgartD. (1989). Increasing implementation of special education instruction in mainstream preschool: Direct and generalized effects on nondirective consultation. Journal of Applied Behavior Analysis, 22, 197–210.
23.
RoachV.SalisburyC.McGregorG. (2002). Applications of a policy framework to evaluate and promote large scale change. Exceptional Children, 68, 451–464.
24.
StoddenR. A.GallowayL. M.StoddenN. J. (2003). Secondary school curricula issues: Impact on postsecondary students with disabilities. Exceptional Children, 70, 9–25.
25.
WoleryM.AnthoyL.SnyderE. (1997). Training elementary teachers to embed instruction during class activities. Education and Treatment of Children, 20, 40–58.
