This training grant, funded by the Office of Special Education Programs, will improve the quality and supply of personnel who serve children with disabilities by training master’s-level special educators and school psychology graduate students in skills needed to perform effectively in problem-solving teams involved in response-to-intervention (RTI). Considering that RTI procedures are designed to be (a) a general education-based mechanism for monitoring student progress, (b) part of the special education decision and problem-solving process, and (c) a method for continuing to monitor student performance and respond to individual needs after the child has been determined to be eligible for special education services, it is also essential to establish strong collaborations between future problem-solving team members who are not typically trained together.
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Over the two-year training program, scholars will acquire competencies in the following areas:
- Shared vision and commitment
- Administrative leadership and support
- Collaborative planning and decision making
- Resource mapping
- Data-based decision making
- Evidence-based prevention and intervention
- Student progress monitoring
- Identification and response to student needs
- Professional development and support
- Family and community involvement
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Consider supporting your own community and focusing on the most underserved populations by joining the UW–Madison Special Education Teacher (SET) Residency Program.
Project INCLUDE (Interdisciplinary Collaboration for Language in Universally Designed Education) promotes interdisciplinary collaboration among scholars from two different programs, Special Education and Speech Language Pathology, with a focus on augmentative and alternative communication (AAC) and assistive technology for children and youth who have significant intellectual and developmental disabilities.