Purpose: This study examined the clinical practice, self-efficacy, and beliefs about assessing and treating written language among speech-language pathologists (SLPs) working with school-aged clients (aged 5-21 years) in school and non-school settings in the United States. Method: A survey was completed by a nationwide sample of 344 SLPs working…

Traditional teacher-led Individualized Education Programs (IEPs) typically provide limited opportunities for students receiving special education services to meaningfully participate in the process. Even with a significant body of literature supporting the benefits of student-led IEPs, many school-based personnel maintain the traditional…

This study of usage and effectiveness of Goalbook Toolkit is based on student data from a large suburban school district in the northeastern US and teacher-level application usage data from Goalbook Toolkit from the 2021-2022 school year. Goalbook Toolkit enables teachers to personalize instructional supports for specialized student populations.…

Resource Teachers: Learning and Behaviour (RTLB) work with teachers to identify learning and behaviour needs of students who experience barriers to educational success. The language RTLB use can have a significant impact on teachers' response to the inclusion of students with special learning needs and is key to improving educational outcomes for…

Teachers are often master students who thrive in structured school settings; however, not everyone learns well in school. There is a great responsibility for adults in schools to support students as thriving learners. What barriers are there to student learning? What changes are needed to nurture learning? How can we best learn alongside others?…

This study compared attitudes towards inclusive education and organizational commitment, as well as their relationship, amongst three types of teachers working in Chinese inclusive education schools. A total of 623 teachers, including general education teachers (n = 168), inclusive education teachers (n = 246), and resource room teachers…

Managing a caseload of students with Individualized Education Programs (IEPs) is a demanding working condition for special education teachers (SETs). Large and unmanageable caseloads are important because of the connections to the instability of the SET workforce, including the longstanding SET shortage. Researchers have recommended hiring more…

Data-based individualization (DBI) is a framework that allows educators to make timely and informed decisions about student progress in academics or behavior. In this article, we focus on the DBI framework as applied to math intervention within a tiered support model for students experiencing math difficulty. We review how DBI starts with an…

The purpose of this study was to examine the challenges that teachers faced when it came to the implementation of interventions and recommendations in the Multi-Tiered System of Support (MTSS). Through the MTSS, educators provided concentrated teaching, detected early signs of issues related to academic, behavioral, and speech deficiencies, and…

Teachers continually report receiving inadequate training and support in classroom management practices. If teachers do have the opportunity to receive professional development, most are designed as a one-time learning opportunity and do not provide any follow-up training or coaching. Performance feedback has been shown to improve teachers'…

"The Learning Theories Profile" (LTP) supports professionals to locate various learning theories within four epistemological quadrants of the "Matrix of Perspectives." Professionals can use this tool to identify some of the theories they hold and to reflect on the alignment between their espoused theories and theories-in-use.…

The primary objective of this small-scale study was to identify ways in which Resource Teachers: Learning and Behaviour (RTLB) can work with teachers to implement evidence-based practices for children with Autism Spectrum Disorder (ASD) within an inclusive educational system. With the increasing prevalence of children with ASD in mainstream…

Teachers' positive attitudes towards inclusive education are a prerequisite for its successful implementation. This study surveyed the attitudes of Finnish classroom, subject, resource room and special education class teachers (N = 4567) towards inclusive education. The results indicated very low support for the concept. Its acceptance was…

Despite huge investments in interventions designed to support oral language skills in early childhood and beyond, many of the interventions fail to identify impacts on children's language learning. Programmes may have limited impact because they do not sufficiently succeed in supporting teachers' instructional talk, and thus, more efficiently…

This research paper focuses on the successful implementation of play-based learning (PBL) environments within the New Zealand mainstream primary school sector. In particular, the focus is on the role of Resource Teachers: Learning and Behaviour (RTLB) in supporting the implementation of PBL within the junior classes of Year 0 to Year 2. A review…