Implementing Effective Student Support Teams

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Author(s): Tricia Crosby-Cooper (National University, USA)and Dina Pacis (National University, USA)
Copyright: 2020
Pages: 16
Source title: Accessibility and Diversity in Education: Breakthroughs in Research and Practice
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-7998-1213-5.ch009

Keywords: Curriculum Development and Instructional Design / Gender & Diversity / Information Science Reference / Medicine & Healthcare

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Abstract

Pre-service teachers in a K-12 setting, encounter students in need of academic and behavioral supports. One method of providing supports to struggling students in the general education and special education setting is through the problem-solving process of pre-referral intervention, hence forth referred to as Student Support Teams (SST) within Response-to-Intervention. During the SST process, student's academic and/or behavioral difficulties are considered through a multidisciplinary approach. Research demonstrates the use of a multi-tiered problem solving approach as a means to provide supports for students prior to special education eligibility and placement. Additionally, there are concerns regarding implementation and teacher perceptions (Powers, 2001) on the effectiveness of the intervention and collaboration between general education and special education teachers (Graden, 1989). This chapter discusses historical aspects, purpose and process, best practices, and challenges of SSTs, while presenting strategies for teachers and educators to effectively implement the SST process.

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