Improving intervention effectiveness with university–public school cohort partnerships

Abstract

Findings are presented from a cohort program between a university and local school districts to prepare special-education personnel. Participants (N=164), who were from 15 different cohorts, responded to an online survey. Follow-up face-to-face interviews were conducted with a representative sample of 29 participants. Perceived benefits included improved social-emotional and academic support; improved pedagogical skills, including academic and behavioral strategies, collaboration, and feeling more acculturated to the school climate; and improved logistical and financial supports. Implications for use of cohorts in the preparation of special-education personnel are discussed.

Citation

Mastropieri, M.A., Scruggs, T.E., Conners, N., Kealy, M., Morrison, N., Diamond, T. and Werner, T. (2011), "Improving intervention effectiveness with university–public school cohort partnerships", Scruggs, T.E. and Mastropieri, M.A. (Ed.) Assessment and Intervention (Advances in Learning and Behavioral Disabilities, Vol. 24), Emerald Group Publishing Limited, Leeds, pp. 341-365. https://doi.org/10.1108/S0735-004X(2011)0000024015