45.086 - Narrating Special Education and Intensive Reading Interventions: Findings From Mixed Methods and Multiple Perspectives

Session Type: Symposium

Abstract

The purpose of this symposium is to describe the continuum of literacy and reading interventions provided by elementary schools in the US from the perspective of teachers, students with or at-risk for disabilities, and school leaders. In three related presentations, we report findings from three studies in a large exploration project, Project FOCUS, involving mixed methods to describe: (1) surveys of teachers’ knowledge about resources for these students within their school; (2) observations of intensive interventions for students with or at-risk for disabilities; and (3) interviews with school leaders’ about the continuum of school practices for interventions. We will discuss implications for policy, practice, and research, and limitations and directions for future research. Finally, our discussant will provide commentary.

Sub Unit

• SIG-Special Education Research

Chair

• Stephanie Al Otaiba, Southern Methodist University

Papers

• A Factor Analytic Study of Teacher Knowledge About Response to Intervention: Effective Use of Survey Data - Patrick Lan, Southern Methodist University; Stephanie Al Otaiba, Southern Methodist University; Paul Yovanoff, Southern Methodist University

• A Comparative Observation Study of Tier 1 Literacy Instruction and Intensive Interventions in Elementary Schools - Kristi Baker, Southern Methodist University; Stephanie Al Otaiba, Southern Methodist University

• From the Top: Perspectives From School Leaders Implementing Response to Intervention in Elementary Schools - Jennifer Elizabeth Stewart, Southern Methodist University; Stephanie Al Otaiba, Southern Methodist University

Discussants

• Jill H. Allor, Southern Methodist University

• Veronica Mellado De La Cruz, Southern Methodist University

• Athena Trentin

• Carlin Conner, Southern Methodist University