Administrators' Roles: Providing Special Educators with Opportunities to Learn and Enact Effective Reading Practices for Students With EBD. (April 2020)

• Record Type: Journal Article
• Authors: Bettini, Elizabeth; Cumming, Michelle M.; Brunsting, Nelson C.; McKenna, John William; Cooper Schneider, Caitlin; Muller, Rebecca; Peyton, David
• Other Names: McKenna John W. guest-editor.
• Is Part Of: Beyond behavior. Volume 29:Number 1(2020)
• Page Start: 52
• Page End: 61
• Publication Date: 2020-04
• Subjects: reading instruction -- self-contained settings -- working conditions -- students with emotional and behavioral disorders; Problem children -- Education -- United States -- Periodicals; Behavior disorders in children -- Periodicals; Behavior disorders in children; Problem children -- Education; United States; Electronic journals; Periodicals; 371.93
• DOI: 10.1177/1074295620904024
• Languages: English
• ISSNs: 1074-2956

Abstract

Special educators are responsible for providing quality reading instruction to students with emotional and behavioral disorders (EBD), but they often experience difficulties fulfilling this responsibility, especially for students with EBD who are placed in dedicated settings, including self-contained classes. Administrators can help by ensuring special educators have what they need to provide effective reading instruction. We highlight how administrators can leverage special educators' working conditions to improve the reading instruction that students with EBD receive in self-contained settings.