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Quinnipiac University
The Quinnipiac University School of Education offers certificate, master’s degree and advanced diploma programs designed to empower graduates to become a positive force of change across a variety of school-based and corporate learning environments.
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Cost Effectiveness of Alternative Route Special Education Teacher Preparation
Content type: Journal Article
In this study, the authors estimated costs of alternative route preparation to provide states a basis for allocating training funds to maximize production. Thirty-one special education alternative route program directors were interviewed and completed cost...
Randomized Evaluation of Peer Support Arrangements to Support the Inclusion of High School Students With Severe Disabilities
Content type: Journal Article
Enhancing the social and learning experiences of students with severe disabilities in inclusive classrooms has been a long-standing focus of research, legislative, and advocacy efforts. The authors used a randomized controlled experimental design to...
Efficacy of Teachers Training Paraprofessionals to Implement Peer Support Arrangements
Content type: Journal Article
Although peer support arrangements are a promising strategy to promote inclusion in general education classrooms, previous studies have not addressed how paraprofessionals might implement this strategy under typical circumstances without extensive...
Findings Across Practitioner Training Studies in Special Education: A Comprehensive Review and Meta-Analysis
Content type: Journal Article
Existing reviews address important questions about subsets of practitioner training studies in special education but leave important questions about the broader literature unanswered. In this comprehensive review, we identified 118 peer-reviewed single...
Teaching Exceptional Children 56-2 - Inclusive Practices
Content type: Journal
Articles in this edition include: Promoting Inclusive Practices in Education: Bridging Gaps and Fostering Independence What Is Your Reason? Inclusive Supports and Strategies to Increase Opportunities to Respond for All Learners Increasing the Independence...
Promoting Paraeducators’ Use of Evidence-Based Practices for Students With Autism
Content type: Journal Article
The purpose of this study was to examine the efficacy of a teacher-implemented professional development program to increase the fidelity with which paraeducators use evidence-based practices (EBPs) in instruction for children with autism. Employing a...
Are Paraprofessionals Being Hired to Replace Special Educators? A Study of Paraprofessional Employment
Content type: Journal Article
Special education teacher employment began to decline in 2006, concurrent with increased paraprofessional employment. At the same time, the prevalence of students with disabilities in several categories changed substantially, and the proportion of students...
A Tiered Approach for Training Paraeducators to Use Evidence-Based Practices for Students With Significant Disabilities
Content type: Journal Article
Paraeducators play an important role in the education of students with significant disabilities. They can best contribute to improving student outcomes when they are skilled in using evidence-based practices. Tiered training is a practical and promising...
How to Establish a Language-Rich Environment Through a Collaborative SLP–Teacher Partnership
Content type: Journal Article
Students’ language skills are a foundational component to their overall success, indicating the importance of rich language environments in classrooms. It is critical for teachers to understand how to create an environment aimed at maximizing language as...
Practice-Based Coaching to Support Paraeducator Implementation of Shared Book-Reading Strategies in Preschool
Content type: Journal Article
The practice based coaching (PBC) framework offers early childhood special educators (e.g., teachers and paraprofessionals) the opportunity to collaborate in order to best support the needs of the children in their classroom. Evidence-based strategies (i.e...