Schools Attuned Program
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The following study presents an evaluation of the Schools Attuned program, from the teacherÆs perspective. Specifically, case study research with qualitative and quantitative methods will be used for this study. For this study the single group of subjects will consists of all teachers who participated in the Schools Attuned program at a local K-5 elementary school. From this group, three teachers will be randomly selected from those who are interested to participate in one-on-one interviews. The purpose of this study is to obtain an increased understanding of the subjectsÆ perspective the program. A survey questionnaire will be used to assess all teachers who participated in the program. Teachers will be asked to relate their observations of behaviors that occurred prior to, during, and following program participation. The problem is that sSStudents with learning disabilities may develop academic and behavioral/emotional problems and teachers require training to deal effectively with these students. Schools Attuned (2005) provides a comprehensive training program for educators to help them with these students and it remains unclear how the teachers feel about the program. Quinn, Rutherford, Leone, Osher, and Poirier (2005) reported that students with learning disabilities have difficulty learning and this inability leads to poor academic achievement as well as behavioral and emotional problems. There is an over representation of students with disabilities in ju
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, disruptive behavior was reduced, and teachers were satisfied with all aspects of the treatment and its outcome.
Sawka, McCurdy, and Mannella (2002) stated that an important intervention program component is teacher training with support. Teachers require more than training to meet academic and behavioral needs of students who are at risk for or have emotional and behavioral disorders. Studies show that a lack of teacher training is the most common cited reason for the gap between research and practice; trained educators fail to put their strategies in place in their classrooms. The Strengthening Emotional Support Services (SESS) offers an active training and a consultation program to build teacher ability to serve these students in classrooms. Findings from a pilot project showed that participation resulted in increased staff knowledge, successful implementation of skills in the classroom with consultative support, positive student outcomes, and increased teacher satisfaction. In summary, the literature findings support the need for adequate interventions to prevent and reduce problem behaviors in the classroom. The need for adequate teacher training and consultation beyond training was also noted. It is concluded that
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Some common words found in the essay are:
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Approximate Word count = 4320
Approximate Pages = 17 (250 words per page)
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