Using Action Research to Develop a Professional Development and Coaching Package for Educators within Inclusive Reading Instruction

Shawnee Younker Wakeman (), Lynn Ahlgrim-Delzell, Tuba Gezer, Robert Pennington and Alicia Saunders
Additional contact information
Shawnee Younker Wakeman: Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC 28223, USA
Lynn Ahlgrim-Delzell: Department of Educational Leadership, University of North Carolina at Charlotte, Charlotte, NC 28223, USA
Tuba Gezer: Department of Educational Leadership, University of North Carolina at Charlotte, Charlotte, NC 28223, USA
Robert Pennington: Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC 28223, USA
Alicia Saunders: Department of Special Education and Child Development, University of North Carolina at Charlotte, Charlotte, NC 28223, USA

Disabilities, 2022, vol. 2, issue 4, 1-21

Abstract: One foundational aspect within the essential skill of literacy is reading comprehension. While students can learn comprehension strategies in a variety of settings, students with disabilities have shown increased success in inclusive classrooms with instruction supported by both general education and special education staff. To address the needs to increase the reading comprehension outcomes for students with intellectual disability as well as increase the fidelity of use of evidence-based practices by school staff (general education teachers, special education teachers and paraprofessionals) within instruction, an interactive action research study was implemented in five schools in one school district in the United States. The study was designed to use action research to create a model of professional development with extensive coaching support surrounding evidence-based practices as well as the development of resources to support co-planning and adaptations within instruction in inclusive classrooms. Results indicated that both purposes were met within the study with several implications for practice as well as the development of a second iteration of the model using student outcomes and frequent educator feedback.

Keywords: coaching; professional development; inclusive education; comprehension; students with intellectual disability (search for similar items in EconPapers)
JEL-codes: I (search for similar items in EconPapers)
Date: 2022
References: View complete reference list from CitEc
Citations:

Downloads: (external link)
https://www.mdpi.com/2673-7272/2/4/46/pdf (application/pdf)
https://www.mdpi.com/2673-7272/2/4/46/ (text/html)

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:gam:jdisab:v:2:y:2022:i:4:p:46-661:d:948353

Access Statistics for this article

Disabilities is currently edited by Ms. Cici Zhou

More articles in Disabilities from MDPI
Bibliographic data for series maintained by MDPI Indexing Manager ().