From Disjointed to Aligned, Targeted, and Intensive Intervention

Many students with disabilities (SWD) and other struggling students receive intervention support from multiple service providers (e.g., general education teacher, special education teacher, speech teacher, Title I teacher, ELL teacher).  While these layers of service may seem to provide a more intensive level of support, multiple layers of support provided by different practitioners may result in a “disjointed” or “piecemeal” (Pearson, 2013, p. 287) experience for students that falls short of the intent of intensive intervention.

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