Leveraging Professional Development to Prepare General and Special Education Teachers to Teach within Response to Intervention Frameworks

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Author(s): Amber Elizabeth Benedict (University of Florida, USA), Mary T. Brownell (University of Florida, USA), Cynthia C. Griffin (University of Florida, USA), Jun Wang (University of Florida, USA)and Jonte A. Myers (University of Florida, USA)
Copyright: 2020
Pages: 20
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.ch008

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

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Abstract

This chapter examines the role professional development (PD) plays in preparing teachers to teach within Response to Intervention (RTI) frameworks, and how future PD efforts might be leveraged to strengthen the preparation of general and special education teachers to coordinate instruction and teach more effectively within multi-tiered instructional systems. This chapter highlights two PD approaches that directly address these issues. Prime Online and Project InSync are two PD innovations that have specifically addressed how PD can be designed to support general and special education teachers in deepening their shared knowledge and improving their ability to enact coordinated instruction across instructional tiers within RTI frameworks.

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Leveraging Professional Development to Prepare General and Special Education Teachers to Teach within Response to Intervention Frameworks

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