Administrators’ Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-containe...

Full description

Saved in:
Bibliographic Details
Published in:Beyond behavior 2020-04, Vol.29 (1), p.52-61
Main Authors: Bettini, Elizabeth, Cumming, Michelle M., Brunsting, Nelson C., McKenna, John William, Cooper Schneider, Caitlin, Muller, Rebecca, Peyton, David
Format: Article
Language:English
Citations: Items that this one cites
Items that cite this one
Online Access:Get full text
Tags: Add Tag
No Tags, Be the first to tag this record!
Description
Summary:Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators’ working conditions to improve the reading instruction that students with EBD receive in self-contained settings.
ISSN:1074-2956
2163-5323
DOI:10.1177/1074295620904024