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This book presents information about the design and provision of
small group instruction to students who present persistent, ongoing
learning challenges. This includes students who receive special
education services as well as at risk students who need to be
provided remedial instruction. At the outset, reasons for using a
small group arrangement are offered. These include (a) limits to
public school funding that do not allow for 1:1 instructional
arrangements to be used with most students who present learning
challenges, (b) the instructional efficiency that can be realized
through small group instruction, and (c) the fact that group
instructional arrangements predominate in schools' least
restrictive environments. Subsequently, numerous details that
instructors must attend to as they oversee small group instruction
are discussed. These details include identifying which students
will comprise a group and the specific curricula content they will
be taught, designing an appropriate environment, and using data to
drive the provision of effective and efficient instruction. While
the primary audience for this book is preservice and practicing
teachers, it is appropriate for anyone tasked to lead a small
group. Further, the book's content can be applied to various
curricula, including academic and functional (or life skills)
content.
This book presents information about the design and provision of
small group instruction to students who present persistent, ongoing
learning challenges. This includes students who receive special
education services as well as at risk students who need to be
provided remedial instruction. At the outset, reasons for using a
small group arrangement are offered. These include (a) limits to
public school funding that do not allow for 1:1 instructional
arrangements to be used with most students who present learning
challenges, (b) the instructional efficiency that can be realized
through small group instruction, and (c) the fact that group
instructional arrangements predominate in schools' least
restrictive environments. Subsequently, numerous details that
instructors must attend to as they oversee small group instruction
are discussed. These details include identifying which students
will comprise a group and the specific curricula content they will
be taught, designing an appropriate environment, and using data to
drive the provision of effective and efficient instruction. While
the primary audience for this book is preservice and practicing
teachers, it is appropriate for anyone tasked to lead a small
group. Further, the book's content can be applied to various
curricula, including academic and functional (or life skills)
content.
While there are many features of a response-to-intervention
framework, two stand out as solid reasons why school personnel
should be familiar with its basic structure. One reason is that it
provides a sound protocol to account for the performance of every
student. A second reason is that it provides a structure that is
useful for figuring out how to refine instruction so that it is
individualized to meet each student's needs. While this book can be
useful to both beginning and experienced teachers, as well as other
professionals who provide direct and indirect services to students,
it has been written first and foremost with preservice teachers in
mind. It should prove to be useful to these teachers by enabling
them to identify the following: 1. the knowledge and skills they
need to acquire in their preparation program, 2. the questions they
need to be prepared to ask and answer during a job interview, and
3. the work they need to perform in the role they will fill in a
school that uses a response-to-intervention framework.
While there are many features of a response-to-intervention
framework, two stand out as solid reasons why school personnel
should be familiar with its basic structure. One reason is that it
provides a sound protocol to account for the performance of every
student. A second reason is that it provides a structure that is
useful for figuring out how to refine instruction so that it is
individualized to meet each student's needs. While this book can be
useful to both beginning and experienced teachers, as well as other
professionals who provide direct and indirect services to students,
it has been written first and foremost with preservice teachers in
mind. It should prove to be useful to these teachers by enabling
them to identify the following: 1. the knowledge and skills they
need to acquire in their preparation program, 2. the questions they
need to be prepared to ask and answer during a job interview, and
3. the work they need to perform in the role they will fill in a
school that uses a response-to-intervention framework.
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