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 juvenile detention systems. Cognitive deficits lead to negative self-image, emotional/behavioral problems, poor academic achievement, and school failure. These factors place the student at risk for juvenile crime. Educators need to be able to teach problem students (Quinn et al., 2005).
Levine (1999) reported that children who cannot overcome learning difficulties are more likely to under-perform in school and become problem students. These children ...