Models for Effective Service Delivery in Special Education Programs

Pam L. Epler (u. a.)

ISBN 10: 1466673974 / ISBN 13: 9781466673977

Published by Information Science Reference, 2015

About this Item

Models for Effective Service Delivery in Special Education Programs | Pam L. Epler (u. a.) | Buch | Gebunden | Englisch | 2015 | Information Science Reference | EAN 9781466673977 | Verantwortliche Person für die EU: Libri GmbH, Europaallee 1, 36244 Bad Hersfeld, gpsr[at]libri[dot]de | Anbieter: preigu Print on Demand.

Seller Inventory # 104895225

Bibliographic Details

• Title: Models for Effective Service Delivery in Special Education Programs
• Publisher: Information Science Reference
• Publication Date: 2015
• Language: English
• ISBN 10: 1466673974
• ISBN 13: 9781466673977
• Binding: Buch
• Condition: Neu
• Dimensions: 286W x 221H x 22D millimeters 286 millimeters width by 221 millimeters height by 22 millimeters depth
• Weight: 1058 grams
• Seller catalogs:
  • Bücher

About this title

Synopsis

Educators today are challenged with the task of designing curricula and standards for students of varying abilities. While technology and innovation steadily improve classroom learning, teachers and administrators continue to struggle in developing the best methodologies and practices for students with disabilities. Models for Effective Service Delivery in Special Education Programs brings together case studies and academic research on successful classroom models and practices to provide rewarding learning environments for students with disabilities. This publication is an essential reference source for special education teachers, supervisors, directors, and administrators, as well as academicians and researchers interested in developing special education programs within school districts and classrooms.

About the Author

Pam Epler earned her MEd in Special Education from McDaniel College and her PhD in Curriculum and Instruction from Capella University. She currently teaches special education courses at Grand Canyon University in the graduate and doctorate programs and is a dissertation chair. She has published and proffered internationally at the Canadian International Conference on Education and presented nationally at the Council for Exceptional Children (CEC) and on the state level at the Kentucky Association of Teacher Educators. She has been an administrator in both the public and private sectors from elementary through high school levels. Her research interests include Response To Intervention (RTI) strategies, special education teachers roles in RTI, special education service delivery models, and pre-service teachers perception of special education students.

Rorie Ross earned her Bachelor of Science in Secondary Education Social Studies from Southern University, Baton Rouge, Louisiana, in 1995. She then received her Master of Arts in Secondary Counseling from Southern University, Baton Rouge, Louisiana, in 1997. In 2002, she joined the doctoral program in Education with a specialization in Special Education at Walden University in Minneapolis, Minnesota. Dr. Ross has conducted research in the area of special education as well as aided in the creation of doctoral courses for Grand Canyon Universitys Leadership program with a specialization in special education. She is also an adjunct on-line professor for Grand Canyon University where she teaches special education courses in both graduate and doctoral programs.