Professional Development for Inclusion: Technical Assistance to Increase Knowledge of Best Practices in K-12 Schools

• In Event: Inclusive Education: Considerations From Multiple Perspectives

Abstract

Many states and districts continue to struggle to adopt inclusive practices, with educators and other school professionals often needing further training to support students with disabilities in inclusive settings. It is important to develop an understanding of effective professional development practices that yield positive results and consider how these experiences might inform future decisions regarding the adoption of effective training. This study aims to examine the effectiveness of a professional development model in increasing educators' and other school-based staff members’ knowledge about inclusive practices for students with disabilities. The results provide lessons regarding effective professional development for teachers and other staff providers and provides evidence for district and school-site leaders to help inform decisions on technical assistance training.

Authors

• James C. Coviello, St. John's University

• Cristin Montalbano, New Jersey Coalition for Inclusive Education

• Jessica Ann McQueston, Sam Houston State University

• Julie Lang, New Jersey Coalition for Inclusive Education

• Joseph A. Hogan, Kean University